Secrets of the KingdomThe Parables of Jesus

NEW EARTH: Christian Resources for the OutdoorsCopyright and Online Permission StatementCopyright © 2011—Produced for the New Earth Publishers by Christian Board of Publication. The Committee on Outdoor Ministries of the National Council of Churches of Christ in the USA developed the curriculum outlines. Site License

Purchase of this resource gives license for its use, adaptation, and copying for programmatic use at one outdoor ministry site (hereinafter, “Camp”) for up to one year from purchase. For questions or permission for other uses, contact Christian Board of Publication at 314-231-8500 or permissions@chalicepress.com.

This site license allows your camp to post the New Earth resources for up to one year from purchase on a password-protected Web site for the exclusive use of volunteer directors and authorized staff. The password must expire within one year of purchase, and the administrator must change the password immediately upon discovery of unauthorized use. Please e-mail the Web site link for verification to lletchworth@chalicepress.com.

The camp must include the following copyright permission statement on each Web page, posted file, or item of the New Earth curriculum:

Copyright ©2011 New Earth Publishers. Used by permission. The copyright agreement with the New Earth Publishers allows us to use, adapt, copy, and

distribute these curriculum materials for use at [insert camp name and location]. Please help us honor this agreement. You should:• copy it to your computer for use in our camp programs only • distribute it to other volunteers in your program for the same purpose • delete it from your computer when you have completed your program at camp

Thank you for your help in this matter and for your willingness to serve in our programs.PROJECT MANAGER

Jenny YoungmanCOPY EDITOR

John Patrick CareyART DIRECTOR/DESIGN

Elizabeth WrightCOVER IMAGES

istockphoto INTERIOR PHOTOGRAPHS

Camp Hopewell Camp MackLake Okoboji UM Camp

WritersJune Boutwell is an ordained minister in the United Church of Christ and serves as Executive Director of Pilgrim Pines Camp and Conference Center in Yucaipa, California. She wrote “Biblical and Theological Reflections.” Jackie Cordon is a freelance editor who has written for the New Earth curriculum on three previous occasions. She is a United Methodist from Nodaway, IA, and spent fifteen years as a United Methodist camp director. Jackie now volunteers in camping as she recently finished an eight-year term of representing her jurisdiction on the United Methodist National Camp and Retreat Leaders Committee. She wrote “Daily Discoveries for Younger Children” and “More Activities: Creative Arts.”Brian Frick served for ten years as a program director at three sites across the country. He earned his Certificate in Youth and Theology from Princeton Seminary and has experience writing curriculum for children and young adults. Brian serves as the national staff person for Camp and Conference ministries for the Presbyterian Church (U.S.A.) based in Louisville. He wrote “Daily Discoveries for Older Children” and “More Activities: Nature Experiences.” Randy McGuire is the Director of Camps and Retreat Ministries for the Oklahoma Conference of the United Methodist Church, Oklahoma City, Oklahoma. He wrote the “Daily Discoveries for Younger Youth,” and “More Activities: Community Building and Recreation.” Jonathan Sherrod is Dad to Zane and husband to Camille.  Currently pastor of a Presbyterian (U.S.A.) congregation in Henderson, NC, Jonathan has formerly served in camping ministry in North and South Carolina.  He also presently serves on the Board of Directors for Camp Albemarle, a Presbyterian site in Newport, NC. He wrote “Daily Discoveries for Older Youth” and “More Activities: Media Ideas.”Nancy Fitzgerald is an ordained minister in the Church of the Brethren. She currently serves as pastor of the Arlington Church of the Brethren in Virginia. Prior to the set-apart ministry of a pastor, she worked in outdoor ministry for twelve years and served as an education minister. She wrote “Intergenerational and Family Camps.”

Members of the Committee on Curriculum Design Team for 2012: Allyson Ashmore (PCUSA), Jeff Puhlman-Becker (UCC), David Berkey (UMC), Garland Pierce (NCC), and Brian Frick (PCUSA).Denominational Publishing Houses participating in the publishing partnership: Brethren, Christian (Disciples), United Methodist, and United Church of Christ.

Contents

Week at a Glance

Introduction

Using These Resources to Design a Curriculum for Your Camp

Training Staff to Use the Curriculum

Bible Study Methods for Camps

Resource List

Biblical and Theological Reflections

Daily Discoveries for Younger Children

Daily Discoveries for Older Children

Daily Discoveries for Younger Youth

Daily Discoveries for Older Youth

Daily Discoveries for Intergenerational or Family Camps

More Activities: Community Building and Recreation

More Activities: Creative Arts

More Activities: Nature Experiences

More Activities: Media Ideas

DVD-ROM Information

Week-at-a-Glance

Daily Discovery

Title Scripture Focus Campers Will

Discovery 1

We Are God's Soil

Mark 4:1–9, 13–20

Campers will hear the Parable of the Sower and consider how open we are to receive and respond to God’s Word at camp and throughout our lives.

• discover that Jesus told stories called parables to teach about God’s Kingdom.

• learn that parables have many levels of meaning.

• identify barriers to hearing and receiving the Word of God.

Discovery 2

We Can Ask Boldly

Luke 11:5-10Campers will hear the Parable of the Friend in Need and discover that when we earnestly seek love and grace from God we will receive. Likewise, we are called to provide love and grace to others.

• consider that they can ask God for what they need from God and one another

• explore ways to respond to the needs of others.

• discover that God hears their requests.

Discovery 3

God Is Generous

Matthew 20:1-16

Campers will hear the Parable of the Workers in the Vineyard and consider that God’s grace is not determined by anything we do, but through God’s love alone.

• explore the nature of God’s grace.• consider how God’s Kingdom turns

values upside down.• ask how they can treat others

justly.

Discovery 4

God Treasures Us

Luke 15:1-10Campers will hear the Parables of the Lost Sheep and the Lost Coin and will consider that God cares for us no matter what we do and always looks for us because every one of us is precious to God.

• remember times they strayed from God and be reminded that God continues to seek us.

• recall times they have been accepted and what it means.

• consider ways they can follow the example of Jesus by accepting others.

Discovery 5

Jesus Is in the “Least of These”

Matthew 25:31-46

Campers will hear the Parable of the Sheep and the Goats and will consider ways we can open our eyes to the needs of the world and respond to them with compassion and generosity.

• consider the gifts they have and how they can share them with others.

• be challenged to be God’s hands, feet, and voice in the world by responding to needs of others.

• reflect on the demands of the kingdom.

Discovery 6

God Plants Us in the

Matthew 13:31-35

Campers will hear the Parables of the Mustard Seed and the Yeast and

• think about the power of small things.

• consider God’s call to discipleship in

World learn that God can use our smallest acts to grow the Kingdom.

their own lives.• look more carefully for things at

camp and in their lives that reflect the growing kingdom of God.

IntroductionDear Camp Leaders,You, your staff, and your campers are invited to journey through the parables of Jesus to discover the Secrets of the Kingdom. All of us involved in creating these resources pray that they will enrich and enable your ministry as you reach out to campers with the good news of Jesus Christ. If you are a returning user, welcome back! We appreciate your continuing choice of these materials. If you are a new user, please take a few minutes to read the “Using These Resources to Design a Curriculum for Your Camp” section in order to become familiar with the format of the curriculum. It is our intention that you choose from this collection of resources to create your own curriculum matched to the particular needs of your camp and campers. By purchasing these materials, you bought a license to use them at a single campsite for the whole summer. Open and edit files from the Word files on the DVD-ROM, make copies of the files, or print the pages from the PDF file. Governing bodies owning more than one camp are expected to purchase a copy of the curriculum for each site. Secrets of the Kingdom is the twelfth title of New Earth: Christian Resources for the Outdoors. This curriculum is developed by the New Earth Publishers, a cooperative group of denominational publishing houses in cooperation with the Committee on Outdoor Ministry (COM) of the National Council of the Churches of Christ. Christian Board of Publication publishes these resources on behalf of the other denominational partners and COM. The ecumenical team that developed the outlines for this curriculum and the writers are committed to outdoor ministry and to providing the best possible resources for this ministry. Your comments are valuable and important to the future development of these materials. Please visit http://www.surveymonkey.com/s/newearthresource2012 to send an evaluation of the curriculum. Jenny Youngman, Project Manager

Using These Resourcesto Design a Curriculum for Your Camp

Summer camp programs come in many shapes and sizes, using a variety of program and leadership models. This outdoor ministry resource recognizes that and is intended to enable you to design a camp curriculum that fits the needs of your camp, your program, and your staff. The DVD-ROM contains program resources for all age levels to help you design your own camp curriculum. As you choose, adapt, and expand the information provided within this resource, the curriculum will become your own, activity by activity, age level by age level. In this introductory section, you will find guidelines that walk you step by step through the process of creating your own curriculum, as well as provide ideas for training your staff to use the resources.

The word curriculum is often understood as a specific print resource. In its original use, however, the word means “the course to be run.” Within camp ministry, it has long been recognized that everything that happens at camp is program; everything that happens is part of the “course to be run” during the days at camp. Curriculum, then, becomes the guide for everything that happens during your camp: Bible study, community building, games, hikes, worship, et cetera.

You are the expert in what your camp needs so that your staff will have the resources they need as they work with campers. This print resource provides the ingredients, but it is your job to mix them up and make the right “course to be run” for your camp, staff, and campers.

The format of these resources makes the process of designing your own curriculum as easy as possible. All of the resources are available to you on the DVD-ROM, which contains non-editable PDF files, and editable Word files. Using the PDF files, you can review all the material. Using the Word files, you can copy and paste the materials you select into your own word processing program, arrange their order, and edit their content to create a curriculum that is right for your camp and staff. Your purchase of this resource allows you to print and/or photocopy whatever you need for use at your camp site.

Setting GoalsThe first step in designing your curriculum is to set goals for your summer camp program. As

you consider the time you have at camp and the young people who will attend the camp, you need to decide what you want to happen with these campers. What kind of experience do you want campers to have? What do you want them to take home? What do you understand about how God is at work in their midst? Is camp a place for faith formation, religious education, or evangelism? What are your camp’s most important values? Whatever your camp goals, it is important to keep them in mind as you choose your curriculum resources, train your staff, and relate with your campers. Stating these goals clearly at the beginning of your planning process will influence the decisions that you make and the curriculum resources that you create.

Begin the goal-setting process by writing down five or six broad goals for your camp program. For example, you may want campers to learn some Bible stories, or to accept Jesus Christ as Lord, or to experience Christian community—or all three. You may want campers to practice stewardship of God’s creation, to take a wilderness trip, or to provide service for the camp or community. Write down these goals, leaving space below each one. Then, for each goal, write down specific objectives, stating what campers can do to reach that goal. Your list might look like this:GOAL: Campers will learn four Bible stories.OBJECTIVES: During the time they are at camp, campers will• open their Bibles on a daily basis• read at least four stories from scripture• have a chance to reflect on each story• be invited to explore each story’s meaning for their own livesGOAL: Campers will practice stewardship of God’s creation.

OBJECTIVES: During the time they are at camp, campers will• explore God’s creation• learn about the ecological crisis• worship the God of creation• identify three things they can do to care for God’s creation after they go home

Once you have identified and written down these goals and objectives, you are ready to determine the ways in which this particular resource can assist you in reaching them. As a next step, use the following guidelines to review the theological, biblical, and educational values on which this resource is developed. These guidelines may not be consistent and congruent with the values of your camp’s goals and objectives. Then you may need to choose carefully among the activities or be ready to adapt them for your camp program.

Guidelines for Outdoor Ministry ResourcesThese resources are produced by a partnership between the Committee on Outdoor Ministries of the National Council of Churches and New Earth Publishers, a team of denominational publishing houses. At its January 1999 meeting (and revised and affirmed in February 2010), the Committee on Outdoor Ministries adopted a set of guidelines for outdoor ministry resources. These guidelines set the theological and educational tone for these resources.INTRODUCTION: Outdoor ministry is a viable and effective means for fulfilling the ministry and mission of the church. Persons are provided with living experiences in “places apart” to explore God’s story, to experience the vitality of Christian community, and to grow in Christian faith. Outdoor ministry helps to bring persons into a deeper relationship with God through Jesus Christ, their neighbor, and creation. Individuals are encouraged to discover who they are and to be responsible members of their communities and the world in which God has placed them.BIBLICALLY GROUNDED: The story of God’s relationship with humanity and the rest of creation is revealed to us in scripture. Telling the story is part of all that we do and who we are as God’s people. Program participants come from a variety of backgrounds: churched and unchurched, familiar and unfamiliar with this story. In the camp, conference, and retreat settings, we have unique opportunities to tell and experience the story. In such a setting, we are able to effectively engage people through the ways in which the biblical story interacts with their own story and calls them to make a response. The New Revised Standard Version Bible will be the primary translation used in these materials. Other translations may be used when appropriate.THEOLOGICALLY INFORMED: God created everything out of nothing, made humans in God’s own image, and called it all good. God created humanity for relationship with God, one another, and all creation. God’s intention for these relationships is fully revealed in the life, death, and resurrection of Jesus Christ. Through the inspiration of the Holy Spirit at work in the church, God calls us to declare the good news of Jesus Christ and to care for creation and for all people.ENVIRONMENTALLY RESPONSIBLE: God called all creation good and calls humanity to care for all its resources. Such a holistic understanding of creation reminds us that we are called to be caretakers of creation and to live sustainably on God’s earth. We are responsible for discovering ways to preserve the earth’s gifts. Such an understanding of creation invites us to explore the wonder of creation and to give thanks to God for all that we experience.CULTURALLY AWARE: The culture in which we live is in major transition. The context for our lives is no longer local but global. Content and design will be responsive to this world in which our learners live and to the issues, both personal and cultural, that challenge them. EXPERIENTIALLY BASED: The learning/teaching process is interactive and involves all participants. Designs are sensitive to multiple learning styles. Models build on the experiences learners are having in their life together in the camp and retreat center. As much as possible, the outdoors is used as the setting for learning.DEVELOPMENTALLY APPROPRIATE AND INCLUSIVE: Age groups are characterized by different abilities and perspectives. Materials reflect a familiarity with developmental theory. These materials are inclusive of all persons and responsive to the diversity of age, race, culture, socioeconomic class, gender, and disability among participants. Gender-inclusive human and God language is used when possible. Illustrations reflect the cultural narratives of more than just white, middle-class Americans.

Adapting These Resources for Your Camp Once you have set your goals and objectives for your camp, you are ready to begin the

process of choosing, adapting, and arranging the activities within this resource. To do that, you first need to become familiar with how these resources are organized. Once you understand all the components, you will be ready to design a curriculum that is just right for your specific camp setting.

Arrangement of the ResourcesWithin the overall theme of “Secrets of the Kingdom: The Parables of Jesus” this resource is

organized into six Discoveries, each with its own theme and scripture passage. They are appropriate for use with: • Younger Children (ages 7 to 8)• Older Children (ages 9 to 11)• Younger Youth (ages 12 to 14)• Older Youth (ages 14 to 17)• Intergenerational/Family Camps (adults and children of all ages)

Each Discovery section includes several ways of exploring the Bible story through a variety of activities, such as games, spiritual practices, and creative arts related to the daily theme. There are also suggestions for three types of worship within the camp setting. The first page of each Discovery identifies the theme, focus, scripture, learning outcomes, camper connections, and suggested songs. Camper Pages for each age group are included.

The “Biblical and Theological Reflections” section provides background information on the passage, theological concepts, and reflection questions for leaders. A “More Activities” section following the Discovery units includes additional activities for: Community Building and Recreation, Creative Arts, Experiencing Nature, and Media.

Organization and Leadership of Your CampCamps may be organized in a variety of ways and may use different leadership models. As

you design your curriculum, you need to understand the way these two elements work at your camp. For example, as you arrange these resources for use at your camp, you need to know who will use the curriculum, what the schedule is, and who will plan worship.

Camp Organization ModelsTo organize campers, your camp probably uses a variation of one of the three basic models.

Small Group Decentralized CampingIn small group camping, each small group—usually co-ed—lives together 24/7 with two

counselors, a male and a female. The group plans all their activities together. The emphasis is on the community that develops within this group as they work and play, worship and pray, disagree and forgive together.

Although the group plans its own schedule, it adapts parts of its schedule to the larger camp schedule. For instance, the times for meals and special activities are probably set for the entire camp. Groups decide if and when they want to sign up for things such as swimming and arts and crafts. As a leader, you need to know what activities are available and the times at which they are held.

Within this model, some camps set a time aside for all groups to gather for Bible study and/or worship. During these times, a designated camp chaplain or pastor may serve as the leader. This person is then responsible for developing the Bible study, and for planning and leading worship.Centralized Camping

In centralized camping, campers may also live in small groups. The schedule for group activities, however, is set with only limited opportunities to adapt the schedule to the needs of individual groups. In small group decentralized camping, each group stays together for all activities; in a centralized form, campers may participate in several different groups during the day. They may sleep with one group, do daily activities in a variety of groups, and eat with yet another group. In this model, designated resource persons lead large group activities, such as

Bible study, games, or worship.Conference Camping

Conference camping is actually a type of centralized camping. The focus is on the large group, however, rather than on small groups. In a conference format, the schedule and activities are planned ahead of time by a camp program director or team of leaders. Campers come together for a plenary session and then move from activity to activity in small groups.

Leadership ModelsAnother factor to consider is the leadership model of your camp. Some camps have full-time

camp or program directors who are responsible for overseeing the program. Other camps have site managers who host volunteer camp directors or deans. A committee of the camp’s governing body is charged with overseeing the camp program and recruits these leaders. These volunteer camp directors come to camp for short periods—usually a week—and are responsible for the program and staff during the time they are there.

Several models are used for staffing camps. At some camps, the staff—usually college-aged students—is hired for the entire camp period. Other camp staffs are made up of volunteers who come for a week at a time. Some camps involve a mixture of weekly volunteers and paid staff.

The role of staff also varies according to the model being used. In the small group model, each group of campers has two counselors who live with the group twenty-four hours a day. These leaders are generalists who lead Bible studies, comfort the homesick, help settle conflicts, play and pray with campers, lead games, and act as role models.

In camps where campers change groups during the day, leaders may be specialists. For example, one person may only teach swimming, while another person is responsible for creating all the arts and crafts opportunities. These leaders may or may not live in tents or cabins with campers.

Designing Your Camp’s CurriculumWhen you have established the goals and objectives for your camp, reviewed the structure

and arrangement of these resources, and identified the organizational and leadership model of your camp, you are ready to put all the pieces together. Included here are several examples of how a camp may be organized and led. They suggest some of the ways you might put together the components of your curriculum for your camp.Full-time Camp Director

If you are a full-time camp director or a program director using a small group decentralized camp model with a paid staff and campers who come from all age groups, you may want to include the following sections in the curriculum for your counselors:• Biblical and Theological Reflections: Insert these into your curriculum before each Discovery.• Discovery units for each age level for each day of your camp• Activities from “More Activities” as desired• Age group characteristics

Within this model, if you have a camp pastor who leads worship and Bible study, that person should receive:• Biblical and Theological Reflections• Bible study activities for each Discovery• Worship and Suggested SongsWeekly Director or Dean

If you are a weekly director or dean who uses a centralized model with a volunteer staff, you can use the file for the age group of your camp. This file includes the whole curriculum but just the daily discoveries for your age group.

Within this model, if you have specialized leadership for some of these activities, give activities related to their area to these specialists. For example, the arts and crafts director will need arts and crafts projects for each Discovery and selected activities from “More Activities: Creative Arts.” If you or someone else leads worship and Bible study, include the following in

your resources:• Biblical and Theological Reflections• Bible study activities for each Discovery• Worship and Suggested Songs for your age groupJudicatory Staff

If you are a judicatory staff member who recruits and trains weekly directors/deans, make available to them the file of the curriculum that is appropriate for the age group they will have in their camp.Camper Pages

For all models and age groups, you will need to decide whether you want to use the Camper Pages at your camp. You can print these pages from the Camper Pages file found on the DVD-ROM. You may give the pages to campers together as a booklet, or one at a time. If you make a booklet, you may want to add other resources from your camp’s heritage, such as a map and/or favorite songs.

Planning a Schedule for Your CampEach of the models mentioned above allows you to plan schedules in many ways. The

schedule for your camp depends on a number of factors, including the model of camp used, the times set for specific activities, and the ages of your campers. For instance, seven-to-nine-year-old campers will have an earlier bedtime than senior high campers.

Included on page 18 are some suggestions for schedules you can adapt for your camp.Evaluation

The evaluation process done after the camp program is finished complements the goal-setting process with which you began. Through evaluation you will discover how well you reached your goals. Using the results of your evaluation, you can begin to plan for the next year of camp.

Be sure to develop evaluative tools for campers, parents, and staff to use. Their responses will help you find out how these three important participant groups perceived your camp program. Ask campers and staff what they thought about camp while their memories are fresh, before they go home. After camp is over, mail evaluation forms to parents.

On all your evaluation forms, ask specific questions rather than just general ones. If you want to know how campers liked the food and what food they liked best, ask them to name their favorite camp food. Ask parents such things as why they chose to send their children to your camp. If you have some new element at your facility or in your program, include questions about that. Be sure to ask if there are things that members of these groups would like to see added or changed next year.

Training Staff to Use Your CurriculumThe purpose of staff training is to enable staff to know how to reach the goals and objectives

you have set for your camp program. It is not enough to put together curriculum resources and hand them to the leaders. The leaders need to be trained to use the materials with the campers in the camp setting in ways that will reach your camp’s goals.

Within the various staff models, different amounts of time are available for staff training. In camps using a different volunteer staff each week, counselors may arrive one or two hours before campers, providing only a brief time to train them. On the other hand, camps who hire staff for the whole summer may have five to ten days to train them. In still other camps, where staff is composed of both paid and volunteer counselors, staff members may be trained in different ways and for different amounts of time.

Regardless of how much time you have for training staff in the use of the curriculum, include these three essential elements:1. Introduction to your camp’s goals and objectives for the summer program.

Counselors need to be familiar with your camp’s goals and objectives. They need to see the ways in which the specific things they do with campers contribute to those goals. One way to

make staff familiar with these goals and objectives is to circulate these statements well ahead of the training time. You may ask staff members to arrive at camp with a list of specific activities they can do with campers to reach each objective. During staff training, use a time of brainstorming to remind counselors about the goals and objectives. Let them share their ideas about specific activities.2. Introduction to the biblical and theological foundation for each of the Discovery themes.

Counselors need to be familiar with the biblical stories and have background information about each story. Even if the camp has a pastor or chaplain who leads the major Bible study time, the counselors need to be familiar with the stories in order to develop the daily theme with campers through a variety of activities.

Send out the “Biblical and Theological Reflections” section to staff before they arrive at camp. During staff training, introduce each of the biblical stories. This provides an opportunity for staff to read through and discuss the biblical and theological foundations for each theme. For volunteer staff who arrive just ahead of campers, plan a weekend training session before the beginning of camp for the purpose of exploring the themes. For longer staff training periods, one day can be spent on each story/theme. Some camps invite local pastors and educators to participate in counselor training by introducing each theme. In addition, giving counselors the chance to engage in their own Bible studies using the biblical stories invites them to reflect on their own faith.3. Introduction to activities within the curriculum and the way in which these activities are related to the goals and objectives of your camp.

Counselors need to be familiar with the activities in the curriculum you have created. Allowing staff members time to review the activities related to each Discovery helps them become familiar with the resources available to them. Include time during staff training for staff members to lead the other staff in some of the activities. This increases their confidence in leading activities with campers. Counselors need to understand how specific activities in which they engage campers contribute to reaching the goals and objectives. Since you have been intentional about the activities you included in your camp’s curriculum, your staff needs to understand the rationale behind your choices. For example, if one goal relates to care of creation, counselors need to understand how Discovery activities such as a hike, a camp cleanup, or an exploration of the swamp contribute to this goal.

Learning about CampersIn addition to being familiar and comfortable with the content of the curriculum, counselors

need to understand the campers with whom they will be working. Campers of different ages have different behavior and learning characteristics. As staff members prepare to lead children and youth, they need to know what is appropriate for each age group. On page 16 is a chart of age group characteristics. You may copy it for your staff manuals and use it to introduce counselors to each age group.

The camp setting provides an environment that promotes experiential and relational learning. Your staff needs to be familiar with the value of experiential learning and ways to develop plans for active learning. Faith can come alive through active learning that invites each camper to participate as a whole person. Movement, involvement of all the senses, the arts, and a multiplicity of methods make camps a powerful force in the faith formation of young people.

These resources are committed to experiential learning. Activities are based on the Multiple Intelligences theory of Howard Gardner. Gardner defines intelligence as the ability to create problems to solve and then to solve them. Each person has a preferred manner in which to do that best. Gardner has named and described eight different ways in which people express their ability to create and solve problems. A chart on page 17 lists these ways. You may copy the chart for your staff manuals.

Point out to staff that the primary Multiple Intelligences for each activity are identified at the end of the activity, along with the list of materials needed. Encourage your staff to include activities that engage several intelligences during a camp day. In this way, each camper will find

an opportunity to use his or her preferred intelligence, leading to engagement and involvement.In establishing a relational learning environment, staff members need to consider the roles of

both learners and leaders. In such a learning environment, leaders are not “teachers” who have all the answers. Leaders or counselors are facilitators and guides, helping the whole group make discoveries. They are partners and travelers with the learners on the journey of discovery. The learners are full participants in the discovery process, bringing insights and sharing experiences. Active learning is always more effective than passive learning that involves just listening.

The following are indicators of such an active, experiential learning environment:• Learning and discovery are taking place.• Leaders are aware of the many ways in which people learn.• There is an understanding that faith formation takes place through the whole camp

experience.• Campers and leaders engage in dialogue and practice collaboration.• A spirit of cooperation values the discoveries and experiences of each person.

ConclusionIn the course of this section, many topics are introduced, and you may want to study some of

them in more depth. You will find several helpful articles and training designs for your staff on such themes as developmental issues, experiential Bible study, and outdoor worship in the Outdoor Ministry Program Leadership Manual, published by the Committee on Outdoor Ministry of the National Council of Churches. If you are interested in ordering this resource, call 574-658-4831 (ask for Lana) or e-mail lana@campmack.org. Those wishing to learn more about Gardner’s Multiple Intelligences theory are encouraged to consult Frames of Mind: The Theory of Multiple Intelligences by Howard Gardner (New York: Basic Books, 1983).

This introductory chapter is intended to help you pull together the provided activities into a curriculum for the whole program of your camp. By moving from the creation of goals and objectives to the review of theological foundations and activities to a familiarity of the models for camper organization and leadership, you can be successful in designing a “course to be run” that is appropriate for your camp. You will be able to equip your counselors with a curriculum they can use to help campers form and deepen their faith in Jesus Christ.

Understanding Age-Group CharacteristicsHuman beings develop physically, emotionally, spiritually, and cognitively throughout their life span. One way you can express love and care for young people and build their sense of worth as children of God is to expect behavior of them that is appropriate for their ages. The opposite side of this is to show your love by not expecting behavior that is appropriately expected only of older children.

Younger Children(ages 7–9) can be characterized in the following ways:

•They learn best by doing, and they have very short attention spans.•They think in concrete terms about things they can see, hear, taste, smell, or touch. Most

cannot think about abstract ideas such as truth, love, sin, and so on. They have a great need for adult role models of the same gender.

•They seek out heroes.•Their faith is very literal. Because they are unable to think abstractly and seek out heroes, they

enjoy the stories of the Bible and hearing about the people in the stories.•They want to master many skills, but they still need to be cherished for themselves, not their

performance.•They are very active, but are often unable to manage their own need for rest. They need rest

time and a clear bedtime.•They are beginning to define themselves outside their families and look to their peer groups for

acceptance.•They have a very silly sense of humor.

Older Children (ages 10–12) can be characterized in the following ways:

•They are very active but need help slowing down for rest.•They have a deep need for fairness and characterize everything as right or wrong.•They thrive within same-gender friendships.•They are reluctant to relate to, and especially to touch, the other gender.•Girls mature much earlier than boys and may be menstruating and wearing bras by this time.•They still have a need for same-gender role models.•They are beginning to question everything, but do so more out of wonder than out of doubt.•Their faith is very literal and reflects the faith of their parents.•They are beginning to learn the fundamentals of abstract thinking.

Younger Youth (ages 12–14) can be characterized in the following ways:

•They are in the midst of a great deal of change: physically, emotionally, and socially.•Boys experience growth spurts, voice changes, hormonal swings, and sexual changes.•Girls tend to be more mature emotionally, socially, and physically than boys their same age,

and therefore begin to date boys one or two years older. They swing back and forth between adult and childlike behavior.

•They need to be accepted and belong and will do almost anything to do so.•They may have experimented with drugs, cigarettes, sex, and alcohol or be thinking about it,

and may need a nonjudgmental person with whom to discuss their choices.•They focus on the “now” and have very little ability to think about the future implications of

their actions.•They need very clear boundaries that allow them a sense of freedom and help them develop

skills for responsibility.•They are developing abstract thinking skills but may still prefer to think concretely.

•They are very idealistic.

Older Youth (ages 15–18) can be characterized in the following ways:

•They are seeking to form an identity separate from their families.•They can use abstract thinking skills that enable them to think about concepts and perspectives

other than their own and about the consequences of their actions.•They are beginning to form a statement of faith that is separate from their parents’.•They are questioning the authority of scripture, church leaders, and their parents.•They are almost fully developed physically but are still very self-conscious about appearance.•They are very concerned about weight. This concern, particularly in girls, may develop into

eating disorders.•They still need lots of rest and sleep, but do not usually plan it into their day without reminders.•Many have probably experimented with drugs, smoking, sex, and alcohol. They need to be able

to discuss their choices in a nonjudgmental atmosphere.•They are under tremendous pressure to succeed so that they can get into college or get a job.•They want to belong.

An Introduction to Multiple IntelligencesMultiple Intelligences refers to the ability to create problems to solve and to solve those problems. Each of us has a way to do that best. Here is a brief description of the eight different ways in which people express their ability to create and solve problems.

Logical/Mathematical: This intelligence likes to deal with numbers and abstract patterns. Often, this intelligence is referred to as scientific reasoning. These learners like to read, write and tell stories, play word games, use computers, debate, and write in journals.

Intrapersonal: This intelligence is comfortable with self-reflection, thinking about thinking, and spirituality. It involves the knowledge of inner feelings and emotional responses. These learners prefer independent, self-paced study, journal keeping, and individualized projects.

Musical:This intelligence is based on an enjoyment of rhythmic and tonal patterns. People with this intelligence enjoy singing, listening to music, and playing musical instruments. They respond to music and group singing.

Spatial: The key elements of this intelligence are the sense of sight and the ability to form mental images and pictures in the mind. These learners enjoy drawing, building, designing and creating things, looking at pictures, and playing with machines.

Linguistic: This intelligence uses words and language effectively. People with this intelligence enjoy all the possibilities of exploring ideas and concepts. They express realities through words—writing, reading, talking, and listening.

Interpersonal:This intelligence responds well to working with others. The people who have this intelligence are able to work cooperatively and have a sense of empathy for the feelings and experiences of others. They enjoy cooperative games, board games, group brainstorming and problem solving, peer coaching, and interpersonal interaction.

Bodily/Kinesthetic: This intelligence uses the body to express emotion, and to articulate ideas and concepts. These people learn well through movement, touching, using body language, sports and physical games, drama, dance, using clay, and building projects.

Naturalist: This intelligence is attuned to the natural world and uses all senses to enjoy creation. These learners enjoy the study of nature, identifying cultural artifacts, collecting, sorting, and observing variation of objects in nature.

Daily Schedule—Small Group Camping

7:00—Wake up7:30—Morning watch8:00—Breakfast9:00—Morning devotions/keynote/Bible study (optional)10:00—Groups plan and do their activities12:30—Lunch1:00—Rest time2:00—Groups plan and do their activities5:30—Dinner6:30—Community free time or recreation8:30—Community worship9:15—Groups plan their own activities for following day, or bedtime for younger campers10:30—In cabins/tents11:00—Lights out

Daily Schedule—Conference Camping

7:00—Wake up7:30—Morning watch8:00—Breakfast8:30—Cabin cleanup (campers)/staff meeting9:00—Keynote/Bible study9:30—Interest/activity groups12:00— Lunch/announcements, singing1:00—Rest hour2:00—Recreation 13:00—Recreation 25:30—Dinner6:30—All-camp activity8:30—Evening worship9:15—Free time/snack or bedtime for younger campers10:30—In cabins/tents11:00—Lights out

Training Staff to Use the CurriculumIn order to use the New Earth curriculum effectively with campers, counselors need to be

familiar with the stories themselves, the theological concepts, and the background information about each story. Even if the camp has a pastor or chaplain who leads the major Bible study time, it is important that the staff have enough knowledge of the stories and concepts to develop the daily theme with campers during a variety of activities throughout the day.

There are a number of challenges that face camp leaders as they prepare to equip staff with the biblical and theological information they need to be effective communicators of the curriculum theme. First, staff members may or may not have any training or competencies for thinking about God or helping campers think about God. Second, they will probably not be familiar with the background of the books of the Bible or the cultural setting of the biblical writers. Finally, staff members come to camp with a variety of skills for leading Bible studies or theological conversations.

During staff training, your task as camp leader is to equip staff with skills for thinking about God, making them familiar with the themes, the stories, and the background for those stories—in addition to training them to lead Bible studies. Including all of this within a staff-training period that already requires attention to a great many other concerns can be daunting. This section will suggest some ways to develop themes and to create a staff’s sense of familiarity with the stories and concepts. The next section will provide suggestions for Bible studies methods.

Your first goal will be to make sure that your counselors have a solid understanding of the major theological themes and concepts within the curriculum. Assume that the counselors you are training have little or no formal theological education. This means you will need to use language, stories, and examples that they can easily understand.

The second goal will be to introduce each of the Discovery stories as well as their cultural and biblical settings. The “Biblical and Theological Reflections” section provides this information for you. Long before staff arrive, you will want to become familiar with this content for yourself. Many camps send out this section to staff before they arrive for staff training. You may want to consider editing the section using the Word files and formulate the material into a series of bullets that staff can quickly read and understand. 1. Introduce Theological Themes and Concepts

Introduce the curriculum theme to the staff. You will find an introduction to the overall theme in the opening section of the “Biblical and Theological Reflections” section. Invite staff to talk about the theme and what it means to them. How does the theme related to their lives? How does the theme relate to their faith?

Once staff has an understanding of the overall theme, give them the “Week-at-a-Glance” chart (found on page 4) that lists the six Discovery themes, the biblical stories, and the focus. Explain that they will be studying the concepts and exploring the focus for themselves. Invite staff to ask questions or make observations about the individual stories and themes and how they fit into the overall theme.

You can use the following process for study of each of the six Discoveries. Since this whole process can take two to two and a half hours, you can divide it into shorter sessions spread through the day.A. Use one of the following methods to introduce the biblical story and focus. Ask staff to review the focus statement on the “Week-at-a-Glance” chart. Read or have someone else read the passage from the Bible. • Review the focus statement. Ask someone who is a good storyteller to tell the story. (Ask that

person in advance so he/she can prepare.)• Read through the focus statement. Lead the staff through the Discovery story using one of the

three Bible study methods described in “Bible Study Methods for Camps” (page 23).• Review the focus statement. Ask a small group of staff to present a skit of the story. (Ask them

in advance so they can prepare.)B. Use one of the following methods to introduce the background material and

theological issues.• Use a PowerPoint presentation of the major points.• Ask a small group of staff to prepare a presentation or lead a discussion of the background

information using information from the “Biblical and Theological Reflections” section.• Invite a local pastor or educator to present the information.• Use maps, photos, and other illustrative material.C. Use the “Leader Reflection” questions within the “Biblical and Theological Reflections” to lead the staff in a discussion of the ways in which the biblical material and concepts intersect with their own lives and faith. 1. Create an Activity

Invite staff members to explore the concepts and stories by developing and leading an activity. Divide the staff into four to five small groups (depending on the size of your staff). Explain that you will assign a type of activity (Bible study, creative activity, environmental activity, service activity, or game) to each group and that they are to develop an activity to achieve one of the goals in the focus statement for the Discovery. Tell them that they can use the curriculum itself or one of the study suggestions on “Handout Two— Bible Storytelling Methods” found within “Bible Study Methods for Camps.” Once they have prepared the activity they will lead the rest of the staff in the activity.

Give the groups about twenty minutes to prepare and then allow up to an hour for all the groups to lead their activities. After each activity, facilitate a fifteen-minute evaluation session involving everyone. Ask those who led the activity for ideas about how they might improve their session. Other staff members can be asked to offer constructive and positive comments about the activity and ways that it could be strengthened. As the camp leader, participate in the evaluation offering suggestions and taking advantage of any teachable moments.MATERIALS: Copies of “Week-at-a-Glance,” Bibles, recreational equipment, arts and crafts materials, and environmental education materials.2. Play “Who Are You?”

Explain to the staff that they will work in small groups to choose a biblical character from one of the Discovery stories and identify what they admire and how they want to be like that character. You can use this activity for any one Discovery story, or after staff has completed their exploration of all the Discovery stories.

Have staff self-select into small groups. Assign one or more of the Discovery stories to them. Give the small groups about ten to fifteen minutes to choose a biblical character from the story (or stories) and to decide what they like or admire about the character. Each small group will create a short skit about the character, letting them guess which character they have chosen.

Gather the whole group back together and let the small groups present their skits so the larger group can guess what character they have chosen. You can have all the small groups present their skits at one time, or scatter them throughout the day. After the presentation of each skit, invite staff members to talk about what these characters have to teach them about being camp counselors. Ask: “What kind of camp counselor would each of these biblical characters have made? How do you want to be like them this summer?”

Keep a list on newsprint of all the qualities the group identifies in the biblical characters. Afterward post the list where staff can see it during the remainder of staff training.

After the activity is finished, gather everyone back together. Use questions such as the following to encourage discussion about the study and how they could use the method with campers.• What did you like about this activity?• What did you find difficult about this activity?• Would you use this activity with campers? Why or why not? • With what age campers would this work best?• What do you think campers would like about this activity?MATERIALS: Bibles, newsprint, and markers

3. Learn the StoriesExplain to staff that they will work in small groups using one the Discovery stories to reflect

on what it tells them about God. Then they will use a form of artistic expression such as a cartoon, poem, song, mural, etc., to describe the nature of God to the rest of the group. Let them choose a small group to work with. Assign the small groups one of the Discovery stories. Give them about fifteen to twenty minutes to talk about what it tells them about God and then to prepare an artistic expression about what they found out about God.

Gather the whole group back together and let the small groups share their artistic expression for the Discovery they were assigned. You can have all the small groups make their presentations at one time or scatter them throughout staff training.

After the activity is finished, gather everyone back together. Use questions such as the following to encourage discussion about the study and how they could use the method with campers.• What did you like about this activity?• What did you find difficult about this activity?• Would you use this activity with campers? Why or why not? • With what age campers would this work best?• What do you think campers would like about this activity?MATERIALS: Bibles, a variety of types of paper (such as newsprint, construction, notebook), and a variety of drawing materials (such as markers, pencils, pens, crayons)

Bible Study Methods for CampsThe New Earth curriculum is story-based. That means that each Discovery is based on a story

from scripture rather than teachings, prophetic writings, or wisdom literature. The curriculum celebrates the rich narrative tradition within scripture and recognizes that stories are basic to our faith identity. It is through stories that we as Christians come to know who we are and where we have come from.

The goal of telling God’s stories at camp reflects a belief in the power of stories to pass on meaning and values. Campers learn about God and what God has done in the lives of humans. They are invited to consider what they in turn know about God and what God has done in their lives. Even if a young camper goes home knowing only the stories, we have provided a foundation on which that child can build a faith.

Unfortunately, counselors don’t always come to camp equipped to understand the importance of stories, and they often lack the skills for inviting campers to hear and respond to the stories in an age-appropriate way. Educators have long known that we humans are more apt to repeat an activity if we have experienced it ourselves. We can best equip staff to tell Bible stories if they have experienced a variety of ways of telling stories during staff training.

This section of the curriculum provides for you as staff trainer a series of methods for telling Bible stories that you can use during staff training. Involving staff in a variety of methods during staff training has two advantages. First, experiencing the methods will give staff the opportunity to reflect on the stories from the perspective of their own faith. Counselors will become more familiar with the stories and also ponder the meaning the stories have in their own lives.

Second, staff will become familiar with a variety of methods they can then use with campers. Each of the following activities includes the process you can use with staff as well. In addition, they provide guidance to allow staff a chance to reflect on ways that they could use each method with campers and the age group for which they are most appropriate.

Each of the methods included here invites staff/campers to encounter the Discovery stories in imaginative ways that can lead to growth in their faith. All of these methods encourage the participants to step into the story and ask, “How is this like my experience? What does it tell me about God? What do I want to do now?” The methods add value to both the experience itself and the insights of the learners. They provide the means for exploring scripture in such a way that staff/campers can respond to God’s call to discipleship.

Two handouts you can use with your staff are included in the section: “Handout One—Bible Study Methods” and “Handout Two—Bible Storytelling Methods.” You have permission to reproduce these two handouts for use within your camp for staff training. The handouts can either be distributed at the beginning of each session or placed within the Staff Manual as a permanent resource. Since several of the activities encourage staff to record their insights, you may also want to include some blank pages for staff to use for their personal reflection. 1. Small Group Bible Study

Explain to staff that during this activity they will have a chance to reflect on one of the Discovery stories and to ponder what is meaningful to them about the story. Have the staff form themselves into small groups of six to eight and designate a facilitator for each group. Pass out “Handout One—Bible Study Methods” and review the ten steps for Small Group Bible Study with the groups. Tell them which Discovery passage they will be using and give the groups about twenty minutes to complete the study.

After the study is complete, gather everyone back together. Use questions such as the following to encourage discussion about the study and how they could use the method with campers.• What did you like about studying a portion of scripture this way?• What did you find difficult about studying a portion of scripture this way?• Would you use this small group method with campers? Why or why not? • With what age campers would this work best?• What do you think campers would like about this way to study scripture?

MATERIALS: Copies of “Handout One—Bible Study Methods,” Bibles, pens, and notebook paper or journals2. Shared Praxis

Introduce Shared Praxis as a way they can explore any of the Discovery themes and/or passages. Explain there are five steps to the method, which invites a group to examine both their own experiences and the biblical passage, creating a conversation between their own experience and the portion of scripture. Have them look at the five steps for Shared Praxis on “Handout One—Bible Study Methods” and talk about each step. Lead the group through this Shared Praxis activity or one that you have created. How Did Jesus Treat Outsiders?STEP ONE: Who are the unpopular people or outsiders you know? Choose one of the activities to begin. a. Ask staff when they have had an experience of being the popular one or the outsider. What

was it like to be popular or an outsider?b. Have staff create a skit about an outsider and how that person is treated by the “in” crowd.

Invite staff to talk about what happened in the skit and their own experience of being “in” or “out.”

c. Tell about an experience you have had of being left out or feeling left out. Invite staff to tell about their own experiences and/or feelings.

STEP TWO: What makes some people outsiders?Invite staff to think about why some people are popular and why some others are outsiders.

What makes us insiders and outsiders? Why do some people belong and others don’t? How does it feel to be the outsider? Where do you see the issue of insiders and outsiders affecting national and global situations? What are some of the consequences of having insiders and outsiders? STEP THREE: Stories of Jesus

One of the things Jesus did a lot was to hang out with unpopular people. In Jesus’ time, people were unpopular for a number of reasons. We don’t have the same reasons in our day, so it is important for staff to understand that these people were the outsiders and Jesus chose to be with them. Furthermore, he ate with them, which was one step beyond just hanging out with them.

Luke 19:1–10—Zacchaeus was a tax collector. He worked for the Roman government, which had invaded Israel and now ruled the country. Tax collectors often collected more money than the Romans wanted and put the extra in their own pockets, so they were seen as both traitors and cheats.

John 4:5–27—Women were understood as possessions and not as people. It was completely unacceptable for a man to walk up to a woman he didn’t know out in public and just start talking to her. And on top of the regular reasons why Jesus shouldn’t talk to her, she was a Samaritan and someone who was living with a man who was not her husband. This is a very complex story with lots of double and deep meanings. Focus on the fact that Jesus talked to this woman and that he told her God’s good news about who he was. This story is not a good choice for younger campers.

Matthew 9:10–13—This is another story about Jesus choosing to eat with tax collectors.STEP FOUR: How is Jesus’ story like our story?

Do you think Jesus felt uncomfortable about hanging out with outsiders? Why do you think he chose to do this? How did he feel about these people? How did he treat these people? How do you feel when you are with unpopular people? How do you treat them?STEP FIVE: What would you like to do differently next time you meet an outsider?

Think about an unpopular person in your school, church, or neighborhood. Imagine that you see Jesus hanging out with this person and laughing and having fun. How would you feel? What would you want to do? Do you feel any different about these people when you imagine Jesus hanging out with them?

After the staff members have completed the Shared Praxis, use some of the following questions to encourage conversation about their response to the Shared Praxis and how they can

use this method with campers.• I wonder what you liked about studying a portion of scripture this way.• I wonder what you found difficult about studying a portion of scripture this way.• I wonder whether or not you would use this method with campers. Why or why not?MATERIALS: Copies of “Handout One—Bible Study Methods,” Bibles, pens, notebook paper or journals3. Theologizing Model

Introduce the Theologizing Model as a way to explore any of the Discovery themes and/or passages. Explain that there are six steps to the method that invites a group to examine both their own experiences and the biblical passage, creating a conversation between their own experience and the portion of scripture. Have them look at the six steps for the Theologizing Model on “Handout One—Bible Study Methods” and talk about each step. Lead the group through the method.STEP ONE: Invite the group to identify a story of one of the Discovery passages or an experience they have shared during staff training, such as a cookout, hike, or distinct training session.STEP TWO: Once everyone has agreed to the story, have one or more people retell the story of the passage or experience in his/her own words. STEP THREE: Encourage the group to identify feelings of the people in the biblical story or experience they have shared. If you are using an experience from staff training, remember that there may be unresolved feelings that will need to be discussed. Invite people to name those feelings, but not to get involved in a blame game. STEP FOUR: Ask staff to identify some of the main themes or issues (such as love, conflict, or peace) found in the story or experience. Encourage them to tell where they see these themes at work in the story.STEP FIVE: If you began with an experience shared by the staff, invite them to think of biblical stories in which these themes can also be found. Make a list of those stories. If you began with one of the Discovery stories, encourage staff to relate these main themes to experiences they have shared during staff training. Either way, invite them to identify the places in either the shared experience or the biblical story where they see God, and what these help them know about God. STEP SIX: Talk about what they learned from the discussion about the biblical story or shared experience. Then ask them what the implications of this learning is for what they believe or how they want to behave in the future at both camp and at home.

After they have completed the Theologizing Method, use some of the following questions to encourage conversation about their response to the Theologizing Method and how they can use this method with campers.• What did you like about studying a portion of scripture or a shared experience this way?• What did you find difficult about studying a portion of scripture or shared experience this way?• I wonder whether or not you would use this method with campers. Why or why not?MATERIALS: Copies of “Handout One—Bible Study Methods,” Bibles, newsprint, and markers4. Create a Skit

Explain to staff that they will have a chance to work in small groups to create a skit using one of the Discovery stories. Distribute copies of “Handout Two—Bible Storytelling Methods” to them. Divide the staff into three groups. Assign each group a Discovery story and one of the methods for creating a skit. Give the groups about fifteen minutes to read the scripture and plan their skit. Bring the groups back together and have them present their skits.

After the groups have presented the skits, talk about how they can use them with campers. Use some of the following questions to encourage conversation.• What did you like about each kind of skit method? • What age group would you use the skit method with?• What do you think campers will like about doing the skits?

5. Make PuppetsPrior to the activity, set up three tables in different parts of the room. Put the copies of

“Handout Two—Bible Storytelling Methods” on each of the tables and separate the supplies for each kind of the puppets—one kind per table.

Explain to staff that they are going to learn how to make three different kinds of puppets to tell Discovery Bible stories. Divide staff members into three groups and assign each group one of the Discovery stories. Explain that they are to rotate among the tables and make that kind of puppet to tell their assigned story. Give the staff about thirty minutes to visit each table and to make the three different kinds of puppets. When the time is up, give the small groups a few minutes to choose which type of puppets they will use to tell their assigned story. Give the groups time to tell their stories using the puppets.

After each group has presented its story, talk together about how staff can use the puppets with campers. Use some of the following discussion questions to encourage conversation.• What did you like about using puppets to tell the Bible story?• What age group you would use the puppets with?• What do you think campers will like about the puppets?6. Write an Easy Poem Form

Explain to the staff members that they will have a chance to learn two easy forms of poetry and have the chance to try them out. There will also be time to consider ways they can use these poetry forms with campers. Assign one of the Discovery stories to the whole group. Explain they will each have about twenty minutes to read the scripture and to write their own poem using one or both forms of the poetry.

Call the staff members back together and invite those who wish to read their poems. Be sure that they identify which poetry form they have used. After the poems have been shared, talk about how the staff can use them with campers. Use some of the following “wonder” questions to encourage conversation.• I wonder what you liked about each kind of poetry form. • I wonder how you can use the poetry forms with different age groups of campers.• I wonder what you think campers will like about using the poetry forms.7. Use an Artistic Response

Prior to the activity set up three tables in three different parts of the room. Put copies of “Handout Two—Bible Storytelling Methods” on each table and separate the supplies for each kind of artistic response—one kind per table. Divide the staff into three groups and assign each group a Discovery passage and one of the artistic expressions. Give the groups about twenty minutes to read the scripture and create their artistic expression. Bring the groups back together and have them look at the mural and the cartoon. Invite the third group to sing their song.

After the groups have shared their artistic methods of telling Bible stories, talk about how they can use them with campers. Use some of the following questions to encourage conversation.• What did you like about each kind of artistic method? • What age group would you use the artistic methods with?• What do you think campers will like about drawing the mural or cartoon, or writing the song?

HANDOUT ONE—Bible Study MethodsSteps for Small Group Bible Study

Step 1: Have one person read the biblical passage aloud.Step 2: Ask each person to identify one word or phrase that seems important to that

person.Step 3: Invite each person to share that word or phrase with the group.Step 4: Have someone else read the biblical passage aloud again.Step 5: Tell each person to write down what the biblical passage has to do with his/her life

now.Step 6: Invite each person to share what he/she wrote in #5 with the rest of the group.Step 7: Have someone read the biblical passage aloud a third time.Step 8: Ask each person to write down what God seems to be saying to him/her in the

passage.Step 9: Invite each person to share what he/she believes God is saying to him/her in the

passage.Step 10: Join hands and invite each person to pray aloud for the person on his/her right.

Shared Praxis*1. Identify the issue or challenge to be discussed. Invite people to name their own experiences

concerning the issue or challenge.2. Invite people to discuss the issue or challenge and how it affects their lives. Encourage them

to reflect on why they do what they do and what the likely or intended consequences of their actions are.

3. Introduce the biblical story and background information about the setting of the story. Read the story and talk about what happened in the story. Encourage people to discuss the faith response the passage invites.

4. Encourage people to talk about how the story speaks to their own experiences with the issue or challenge. Invite them to discuss what can they learn about the issue or challenge from the biblical story. Encourage them to have a conversation between their own stories and the biblical story.

5. Provide the opportunity for the learners to think about how their future behavior might change because of hearing the story and thinking about it. Give them an opportunity to choose a faith response for the future.

*Shared Praxis was developed by Christian educator Thomas Groome.

Theologizing Methods1. Remember an experience. It can be any experience that the group has shared, or a story from

scripture.2. Recall and retell the experience. Group members use their own words to retell the story.3. Identify feelings of the people in the story. If there are unresolved feelings in the group about

this experience, talk about them.4. Isolate the main issue (such as love, conflict, or peace) found in the story or experience.5. If you began with a group experience, relate these main issues to biblical stories or theological

concept(s). If you began with a biblical story, relate these main issues to the experiences of the group.

6. Clarify what the implications are for beliefs and/or behavior, both at camp and at home.

HANDOUT TWO—Bible Storytelling MethodsSkits

Tableau—Read the scripture and talk about the different scenes in the story. Imagine you are going to draw the different events in the story. Instead of drawing them, stand still/freeze as if you are the figures in the drawing. Do this for each of the scenes in the story. Have someone read or tell the story as each scene is made. MATERIALS: Bibles, newsprint, and markers (optional: costumes)Narrated—Have one person read or tell the story. This can be fun if the person tells the story without the actors knowing what the story is. They act it out as the narrator describes what they are doing. MATERIALS: Bibles, newsprint, and markers (optional: costumes)Camper Developed—Read the scripture. Talk together about a way to act out the story. Discuss who will say what. MATERIALS: Bibles, newsprint, and markers (optional: costumes)

PuppetsFinger Puppets—Put one bandage over the top of a finger and wrap a second bandage around the finger over the two ends of the other bandage. Draw a face on the bandage. Sometimes you can loosen the bandages enough so the finger puppet slips on and off your finger, but normally you just use the puppet once. MATERIALS: One-inch-wide bandages (two for each person), fine markers, BiblesPaper Plate Puppets—Draw a face on the surface of the paper plate you would normally eat on. You can draw the hair, or use glue and yarn to add hair. When the face is complete, attach a craft stick to the back with masking tape. MATERIALS: One paper plate (the cheap kind) for each person, markers, craft sticks, masking tape, Bibles (optional: glue, yarn, and scissors)Clothespin Puppets—Hold the clothespin up as if you were going to push it onto a clothesline. Use a fine marker to draw a face on the round top. Then fashion clothing for the puppet using the fabric. Cut out a 3-inch by 1-inch rectangle. Cut a slit in the middle and put the fabric over the “head” of the puppet. Tie it with yarn. MATERIALS: Push clothespins (not the clip type), scraps of fabric, yarn, glue, scissors, fine markers, Bibles

Easy PoetryCinquain poetry is based on a certain number of words in each of its five lines. The words can be any length and do not have to rhyme.Line 1: One word: a person place or thing Line 2: Two words that tell about the word in Line 1.Line 3: Three words that also tells about the word in Line 1. Line 4: Four words that tell a feeling about

Line 1.Line 5: one word that is like the word in Line 1.Haiku is a form of poetry that comes from Japan. It depends on the number of syllables in each line. Here’s how you do it:

The first line has five syllables.The second line has seven syllables. The third line has five syllables.

MATERIALS: White copy paper or notebook paper, pencils, handout with poetry forms, BiblesRespond Artistically

Mural—Read the Bible story and decide what the major scenes in the story are. Divide the butcher paper into panels or use a separate piece of newsprint for each scene. Draw the different scenes to the story. Hang the scenes in order on the wall using masking tape or pushpins. MATERIALS: Butcher paper or separate sheets of newsprint that can be taped together, markers, masking tape or pushpins, BiblesCartoon—Read the Bible story and decide how you will tell the story as a cartoon. Draw the pictures of the cartoon. Hang on the wall using masking tape or pushpins.MATERIALS: White copy paper, pencils, black ink pens, masking tape or pushpins, BiblesSong—Read the Bible story and write it as a song. Choose a familiar tune to sing the words to. MATERIALS: Newsprint and markers, Bibles

2012 Resource Booklist for “Secrets of the Kingdom”Parables

The Parables of Jesus by Tomie DePoalaTomie DePoala has published an illustrated retelling of the parables with his distinctive, award-

winning illustrations. As in a children’s Bible, often the plain retelling of a story can make it easier to understand.

• ISBN-13: 978-0823411962Sharable Parables: Creative Storytelling Ideas for Ages 3 – 12 by Steven James

Teach fifteen parables in fun and fresh ways to ages 3-12. One parable per chapter with multiple ideas such as drama, skits, and interactive activities for each age group.

• ISBN-13: 978-0784716328 Discovery Day 1: We Are the Soil

Ish by Peter ReynoldsRamon loves to draw, but stops his drawing when his brother laughs at a picture. His sister instills

in him a sense of hope and the ability to understand that something doesn’t have to be exactly perfect to be worthwhile. Ramon learns to live “ish-ly” – he overcomes the bad feelings from his brother to see the blessings in his artwork.

• ISBN-13: 978-0763623449 Wanda’s Roses by Pat Brisson

Wanda finds a thorny bush in a vacant, trash-strewn lot and believes it must be a rose bush. After some cleanup and advice sought from friends and neighbors, the vacant lot does bloom with the most beautiful roses. Wanda’s hope and attention brings new friends together along with the beauty of the flowers.

• ISBN-13: 978-1563979255Smokey Night by Eve Bunting

Although they’re neighbors, Daniel’s cat and Mrs. Kim’s cat don’t get along. Nor do Daniel and his mother shop at Mrs. Kim’s market. But when Daniel’s apartment building goes up in flames, all of the neighbors (including the cats) learn the value of bridging differences. Diaz’s dazzling mixed-media collages hold your attention through the visual array of symbolic materials. Diaz was the 1995 Caldecott winner for this book.

• ISBN-13: 978-0152018849 Discovery Day 2: We Can Ask Boldly

The Gardener by Sarah StewartThrough her letters to her farm family, Lydia Grace tells how she brightens her uncle’s dreary

bakery and his disposition with a little dirt and a suitcase full of seeds. Lydia, with compassion, helps her uncle to smile even in the difficult time of the depression. Beautiful illustrations in this Caldecott honor book.

• ISBN-13: 978-0312367497 One Hen: How One Small Loan Made a Big Difference by Katie Smith Milway

After his father dies, Kojo quits school to help his mother collect firewood to sell, but there is little money or food. His small Ashanti village has elected to try microlending. Kojo uses a few of the coins his mother borrows to buy a hen. The story then follows him as he grows and slowly but steadily builds the proceeds from that one hen into the largest poultry farm in West Africa. Throughout, the author shows how his success impacts the lives of everyone it touches, from the people whom Kojo is able to employ to the taxes he pays that will build roads and medical facilities. The story is based on the experiences of an actual Ashanti poultry farmer.

• ISBN-13: 978-1554530281

Have You Filled A Bucket Today? by Carol McCloudThrough simple prose and vivid illustrations, this heartwarming book encourages positive actions

as children see how rewarding it is to express daily kindness, appreciation, and love for others. Bucket filling and dipping are effective metaphors for understanding the effects of our actions and words on the well being of others and ourselves.

• ISBN-13: 978-1933916163 True Bucketfilling Stories: Legacies of Love by Stacey Lundgren

Here are ten powerful, true stories. Each tells of ordinary people who leave an indelible, positive imprint on humanity by making a simple choice. Story characters choose to react with selflessness rather than selfishness, with gentleness rather than violence, with love and kindness rather than hate or anger. Any of us can choose to be a bucket filler, a person who treats others with kindness, or a bucket dipper, a person who treats others carelessly.

• ISBN-13: 978-0984336609

Discovery Day 3: God Is GenerousOne Green Apple by Eve Bunting

As a Muslim girl rides in a hay wagon heading to an apple orchard on a class trip and her first day of school in America, she observes that while some of the children seem friendly, others are not. Her father has explained, “We are not always liked here. Our home country [never named in the story] and our new one have had difficulties.” Later, when she puts a green apple into the cider press instead of a ripe red one as her classmates have done, they protest. But the cider from all their apples mixed together is delicious—a metaphor for the benefits of intermingling people who are different and treating all with justice

• ISBN-13: 978-0618434770The Banyan Deer: A Parable of Courage and Compassion by Rafe Martin

A tale both ancient and timely—and a moving story of compassion in the face of personal loss and trials—The Banyan Deer is a parable that highlights courage, triumph, and the meaning of true wisdom. Beautifully illustrated and elegantly told, this emotional tale resonates with all readers, no matter the age.

• ISBN-13: 978-0861716258 Hundred Dresses by Elenore Estes

Wanda Petronski lives way up in shabby Boggins Heights, and she doesn’t have any friends. Every day she wears the same dress, but tells her schoolmates that she has a hundred dresses at home—all silk, all colors, and velvet too. This lie—albeit understandable, brings peals of laughter from her peers, and she never hears the end of it. One day, after Wanda has been absent from school for a few days, the teacher receives a note from Wanda’s father. A Polish immigrant, he says they have moved to the big city where there are lots of funny names and no one makes fun of Wanda and her family. Maddie, a girl who had stood by while Wanda was taunted, feels sick inside. This gentle Newbery Honor Book convincingly captures the deeply felt moral dilemmas of childhood, equally poignant for the teased or the tormentor.

• ISBN-13: 978-0152052607Plaid: A Tale of Compassion by Leslie Young

A sweet little Scottie dog named Plaid is feeling sad because he has a broken leg and he does not think his friends, Duff and Dooney, care or even notice. He becomes very happy, though, when he discovers that not only do they notice him, but they help him to feel better. With Duff and Dooney’s help, Plaid returns to his old playful self again, showing us how important and very valuable compassion is. This timeless children’s book is reminiscent of old fashioned children’s tales. It is full of goodness, kindness, and understanding and, in its gentle simplicity, illustrates the joys of compassion for younger children.

• ISBN-13: 978-1412027939 Discovery Day 4: God Treasures Us

The Gold Coin by Alma Flor Ada

An elderly woman sits in her hut, holding a gold coin. “I must be the richest woman in the world,” she says to herself. But unbeknownst to her, a thief, Juan, crouches at her window, watching and listening. When Dona Josefa leaves, Juan ransacks the hut but fails to find her treasure. Tracking the woman across the countryside, he misses her again and again, coming instead upon many people who have been helped by her. And when the thief finally does catch up with her, he is surprised to find that he, too, has been touched by her simple goodness.

• ISBN-13: 978-0689717932You Are Special by Max Lucado

You Are Special tells the story of Punchinello, the wooden Wemmick who believes that he isn’t good enough because of what others say about him. When will Punchinello realize how truly special he is? You Are Special is a beautiful story that reminds us that we are precious to God just the way we are. It is through spending daily time with God that we begin to see ourselves through God’s eyes. This is an important truth: God loves us even though we make mistakes and have flaws.

• ISBN-13: 978-1581348941Discovery 5: Jesus Is in the “Least of These”

The Sleeping Rose by Angela Elwell HuntHave you ever loved something so much that it became more important than anything else in

your life? Every spring, Baldrik spent his time caring for a rosebush that was known for growing the most perfect blossoms in the whole kingdom. Then the unthinkable happens, the rosebud refuses to bloom. As Baldrik pours all his time and energy into waking the sleeping rose, will he turn away the only person who knows the answer? With its unique surprise ending and breathtaking art, The Sleeping Rose is a timeless tale that shows the importance of being kind to others and assisting those in need.

• ISBN-13: 978-0849958472Those Shoes by Maribeth Boelts

All Jeremy wants is a pair of those shoes, the ones everyone at school seems to be wearing. Though Jeremy’s grandma says they don’t have room for “want,” just “need,” when his old shoes fall apart at school, he is more determined than ever to have those shoes, even a thrift-shop pair that is much too small. But sore feet aren’t much fun, and Jeremy soon sees that the things he has—warm boots, a loving grandma, and the chance to help a friend—are worth more than the things he wants.

• ISBN-13: 978-0763642846Lily and the Paper Man by Rebecca Upjohn

Walking with her mother on the way home from school one day, Lily runs straight into a gruff and untidy-looking man selling papers on the street. Frightened, Lily insists on taking the bus home every day for fear she will run into him again. When the weather turns cold, Lily starts to see the Paper Man differently; she sees his bare toes through the holes in his boots and his thin shirt through the holes in his coat. As she lies in her warm bed at night, she wonders about the Paper Man and how he stays warm. Lily comes up with an idea and overcomes her fear.

• ISBN-13: 978-189718719714 Cows for America by Carmen Agra Deedy

In June of 2002, a very unusual ceremony begins in a far-flung village in western Kenya. An American diplomat is surrounded by hundreds of Maasai people. A gift is about to be bestowed on the American men, women, and children, and he is there to accept it. The gift is as unsought and unexpected as it is extraordinary.

A mere nine months have passed since the September 11 attacks, and hearts are raw. Tears flow freely from American and Maasai as these legendary warriors offer their gift to a grieving people half a world away.

Word of the gift will travel news wires around the globe. Many will be profoundly touched, but for Americans, this selfless gesture will have deeper meaning still. For a heartsick nation, the gift of fourteen cows emerges from the choking dust and darkness as a soft light of hope and friendship.

• ISBN-13: 978-1561454907

Discovery Day 6: God Plants Us in the World

Listen to the Wind by Greg Mortensen and Susan RothGreg Mortenson stumbled, lost and delirious, into a remote Himalayan village after a failed climb

up K2. The villagers saved his life, and he vowed to return and build them a school. The remarkable story of his promise kept is now perfect for reading aloud. Told in the voice of Korphe’s children, this story illuminates the humanity and culture of a relevant and distant part of the world in gorgeous collage, while sharing a riveting example of how one person can change thousands of lives.

• ISBN-13: 978-0803730588The Giving Book by Ellen Sabin

The Giving Book: Open the Door to a Lifetime of Giving is truly a gift for young readers ages 6 to 11—inspiring, teaching, and engaging them to give back to the world. It is a unique, interactive process that allows parents, teachers or friends to help children understand giving and participate in a stimulating experience. The sixty-four–page, spiral-bound, hardcover book combines colorful illustrations and entertaining narrative with fun learning activities. The book helps them record their ideas, dreams, and wishes for the world—making them the authors of their stories and creating a “scrapbook” of their journey into compassion, and the power of their actions.

• ISBN-13: 978-0975986806The Long March by Marie-Louise Fitzpatrick

Responding to a nationwide appeal during the Irish potato famine, the impoverished Choctaw nation collected $170 (about $5,000 in modern terms) only fifteen years after their forced relocation by whites to what is now Oklahoma. With fine insight, this commemoration explains how and why the Choctaw were able to set their anger aside. Choona, too young to know the details of his people’s long march, hears the tale from his great-grandmother and rebels at the thought of sending money to Europeans. He comes to understand that the gift will help its givers as much, if not more, than its receivers. The story will leave readers astonished and deeply affected.

• ISBN-13: 978-1582460659Because of You by B. G. Hennessy

Each time a child is born, the world changes. Each child brings to the world one more person to love and care for—and one more person who can love and care for others. As children grow and learn, they can teach others and share feelings, ideas, and things. Just as each of us sometimes needs help, we can also find ways to help others. The author and illustrator of My Book of Thanks reunite to show, through everyday examples, how acts of kindness, understanding, and generosity—no matter how small—can make all the difference in the world.

• ISBN-13: 978-0763619268

Biblical and Theological ReflectionsStories Illuminate

The act of storytelling is as ancient as human communication. From writing on the walls of caves to oral tradition to written words to campfires and dinner tables—stories are how we pass on the meaning and beauty of our history. Stories make us laugh or cry. They make us more aware. They help us understand. They illuminate any shadowy spots in our lives.

Jesus used stories to teach his disciples—and us—about what it means to live in his kingdom. The stories are called parables. In “Secrets of the Kingdom,” we’ll look to the Master Storyteller, Jesus himself, to discover six different parables and invite the Holy Spirit to teach us through these sacred stories.

A Word about ParablesA parable is a short story that illustrates an aspect of the kingdom and lets the hearers derive the

meaning, though some parables are explained. Parables are metaphors that point to spiritual ideas as opposed to conveying a systematic doctrine. Metaphor often uses formulaic language—“The kingdom is like…” or, “Consider the…” These stories derive from oral tradition and are short narrative fiction that can easily be held in memory. In oral culture, the greatest sin is forgetting. Parables also often use vivid and outlandish language to emphasize memory of the unusual. They are everyday stories about everyday people, and we are given no background information to allow us to determine the characters’ psychological motives. Causation is rare—these stories occur in the moment, with no back story or ideas that would picture a future. It’s up to the hearer to work out the connections and missing links.

Parables can be difficult for us to understand. We want to find themes that we can apply to our day-to-day living. We are taught to find the examples of grace, forgiveness, justice, or compassion within a parable in order to figure out the point of the story. Many of Jesus’ parables present pictures of what is possible when God is totally in charge of our human affairs. They illustrate how different God’s ways are from humanity’s standards of fairness, status, prudence, and piety. God’s in-breaking into our human reality is often without warning and the individual must determine God’s word in and for that moment. There is no one right answer to the meaning, since each person will experience the situation informed by his/her own perceptions and understandings.

Each of the gospel writers emphasizes different aspects of Jesus’ parables. We learn what God’s kingdom is like, even as we pray, “Your kingdom come. Your will be done, on earth as it is in heaven” (Matthew 6:10). Mark teaches, “To you has been given the secret of the kingdom of God, but for those outside, everything comes in parables (Mark 4:11). Mark emphasizes “secret” knowledge and feels that only true disciples will understand the secrets revealed in Jesus’ teaching. Matthew is more concerned with the understanding that Jesus is Lord of the kingdom and the kingdom can appear at any time as God wills. Therefore many of his parables are concerned with growth, decision-making, and judgment. Recall that Matthew is part of the Jewish community that cannot write the name of God, so the writer speaks of the “kingdom of heaven.” Luke sees Jesus as teacher and preacher, so his narratives lift up ethical values and always address three groups—the crowds, the opponents, and the disciples. Much of the context in Luke is the tension between Jesus and his opponents—such as religious leaders and demonic presence. The opponents are always rejected and shown how they are opposed to God’s work in the earthly realm. The crowd is given warnings of God’s judgment and called to faithful discipleship. The disciples are given specific instruction in how to live a faithful life.

Sharing the SecretsIn “Secrets of the Kingdom,” we begin our study of parables in Discovery 1 with the concepts of

soil and planting of seeds. Discovery 2 highlights community and friendship through the parable of the friend in need. In Discovery 3, the theme of abundance is examined in the story of the workers in the vineyard, all paid the same wage regardless of how many hours they worked. Discovery 4 explores the role of small things in the expansive kingdom of God. We share two stories of loss and recovery, and again understand how small things have great significance as we deepen our

understanding of the abundance and generosity of God. Discovery 5 takes a look at the role of God’s judgment and an understanding of how our discipleship prepares us to be received into the kingdom. Lastly, in Discovery 6 we return to the stories of small things and how important they can be in changing the world. We are encouraged to see our role in changing the world as followers of Christ Jesus, regardless of our age, size, stature, or status.

As you explore the parables of Jesus with your campers, emphasize the excitement and mystery of unlocking and applying what these parables mean for our daily lives and how the Secrets of the Kingdom give us everything we need to live in this world as a follower of Jesus Christ.

Themes for “Secrets of the Kingdom”Discovery 1—The Secret Is: We Are God’s SoilScripture: Mark 4:1–9, 13–20—The Parable of the Four SoilsDiscovery 2—The Secret Is: We Can Ask BoldlyScripture: Luke 11:5–10—The Parable of a Friend in NeedDiscovery 3— The Secret Is: God Is GenerousScripture: Matthew 20:1–16—The Parable of the Workers in the Vineyard Discovery 4—The Secret Is: God Treasures UsScripture: Luke 15:1–10—The Parables of the Lost Sheep and the Lost CoinDiscovery 5—The Secret Is: Jesus Is in the “Least of These”Scripture: Matthew 25:31–40 (41–46)—The Parable of the Sheep and the GoatsDiscovery 6—The Secret Is: God Plants Us in the WorldScripture: Matthew 13:31–35—The Parables of the Mustard Seed and the Yeast

Sections within Biblical and Theological ReflectionsEach “Biblical and Theological Reflection” is composed of six sections that offer an introduction to

the biblical passage for each of the six discoveries.1. “The Story” retells the scripture passage in a form that speaks to the campers.2. “Story’s Context” describes the setting of the story within the biblical book.3. “Background Information” provides information about the cultural, social, and religious practices of

the biblical time that will be helpful in understanding the story.4. “Theological Issues” focuses on what the scripture has to say about who God is, who humans are,

and the relationship between the two.5. “Connections with Campers” helps the campers apply the Secret of the Kingdom to their daily lives

as they follow after Christ. 6. “Leader Reflections” gives the leader an opportunity to ponder his/her own connections to the

scripture.

DISCOVERY 1The Secret Is: We Are God’s Soil

Mark 4:1–9, 13–20 (Parable of the Four Soils)The Story

Jesus is teaching beside the sea. The crowd grows so large that he gets in a boat and goes out a little way so that he can address the gathered people. Jesus tells the story of a person who goes out to sow some seeds. The seeds fall on various types of ground. Those on the hard path are eaten by the birds. Those in the rocky soil could not grow good roots, so the sun scorched them and they withered away quickly. Those among the thorns were choked out by the weeds. Those in the fertile soil grew well and produced abundantly. At the end of the parable, Jesus issues a warning: the people should listen.Story’s Context

This story occurs early in Jesus’ ministry in the gospel of Mark. Mark is the only one of the first three gospels that does not have a birth narrative. Instead, Mark starts with the beginning of the

adult ministry of Jesus. He is baptized by John, calls his disciples, and begins to heal people. Chapters 2 and 3 are stories about conflict and questions among his disciples and the leaders of the religious community. In all these stories, he is surrounded by large crowds. Just before this parable his mother and brothers come to see him. When the crowd tells him his family is there, he asks who his family is and identifies the crowd around him as his family. Immediately after telling the story of the sower to the crowd, he teaches his disciples in private about the meaning of the parable (Mark 4:10–12), telling them that they have been given “the secret of the kingdom of God,” but that others will not hear or understand the message in the parables. Background Information

In Middle Eastern agricultural practice, most planting of grains took place by “broadcasting” (throwing) the seed on suitable ground, and the farmer then let nature take its course. It was believed that all goods were limited and that one could not increase nature’s bounty. In fact, anyone who had an unexpected increase was suspected of stealing from another. Any increase in crops or livestock was seen as God’s favor and was to be shared with the community rather than stored away. To keep the excess for one’s personal benefit was to be greedy.

Jesus explains why he uses parables to make a point in all three synoptic gospels (Mark 4:10–12; Luke 8:9–10; and Matthew 13:35). In all three explanations, he alludes to hidden knowledge and stresses the need for those hearing to really listen and observe the lessons of the story. This parable, the first he tells in Mark, is one of the few with an explanation, and the explanation is only given to his followers. His warning is that if we do not listen and observe, we will not turn to God and experience God’s grace and forgiveness. This is an important concept for campers on this first day. We need to listen and observe as the parables are shared, but we also need to listen and observe while engaged in all activities of camp this week. We need to find the places where God is hidden in the midst of the work and play and people around us.Theological Issues

The secret is that we are the soil in which God plants seeds. The seed is God’s word and the work of the Holy Spirit. God is the sower—the one who plants the seed. However, note that the sower immediately disappears from the story and the narrative focuses solely on the experience of the seeds. There are varying levels of failure in this story. The seeds that the birds eat have no chance to take root. The seeds in the stony ground put down shallow roots but cannot sustain their growth. The seeds among the thorns do grow to maturity but produce no seed. The seed in the good soil grows and produces more seeds to be planted. Some of those plants produce more than others, but they all create seeds so that the planting can continue in another season. Despite the failures, the final success of the kingdom will come to pass.

All campers will have experiences of failure in their lives. Try not to focus too much on “good” versus “bad” soil. Instead, emphasize that the hope of growth is always possible no matter the circumstances we find ourselves in and that God is always present in the situation. Our task is to seek God’s presence and produce all we can given our circumstances. Those who hear and understand will bear a fantastic harvest, which will counter the lack of harvest in other places. Communicate the explanation of the parable in Mark 4:14–20 so that campers can identify barriers in their own lives that may prevent them from growing in relationship to the Triune God.

Faith experiences like camp are the seeds that take root and grow in our lives. If we trust God to give the yield instead of relying on ourselves, we can be blessed beyond our imagination and, in turn, plant seeds of faith in our communities and be a blessing to others. The choice is up to the one who hears the parable.Connections with Campers

Through the parable of the soils in Discovery 1, campers consider how open they are to receive and respond to God’s word at camp and throughout their lives. Through this session they will learn that there are barriers in our lives and in the lives of others to hearing and receiving the word of God that we need to overcome. Help campers think through why they think Jesus may have told this story.

Since this is the first session, it may be difficult for campers to trust the group enough to share barriers in their lives. However, we can encourage them to think about what those barriers might be and encourage them to talk to counselors or the pastor at camp if they need to. This is also an

opportunity for campers to identify similar life circumstances in others and begin to build the community. It is an opportunity to examine priorities and patterns in one’s life and see if these are soil for the Word to grow and multiply. Reinforce the idea that our lives are always changing. As we arrive at camp we find ourselves as one kind of soil, and we may be another kind of soil at other times in our lives. Even so, there is always potential to nurture the soil to improve its ability to fully accept and grow the seed.

The Secret of the Kingdom in Discovery 1 implies an openness to let God work in and through us. As you emphasize the mystery of unlocking the first Secret of the Kingdom, challenge your campers to assess their own willingness to let God work in and through us to bring God’s kingdom here on earth—to be good soil in which the seeds can take root.Leader Reflections• Reflect on the times in your life that you have been different kinds of soil. How did you overcome

the barriers that prevented the Word from growing in your life?• How do you nurture the Word in your life? What practices do you engage in that strengthen the

good news in your life?• How can you appropriately share your own experiences to allow campers to share and reflect on

the lessons of this session?• Where have you seen growth in your own life, and what seeds were produced that you were able

to share with others? Can you help campers this week identify the seeds that are growing and being shared in the group?

DISCOVERY 2The Secret Is: We Can Ask Boldly

Luke 11:5–10 (The Parable of a Friend in Need) The Story

Jesus has just finished teaching his disciples how to pray. The version of the “Lord’s Prayer” in Luke is abbreviated and asks for daily bread, forgiveness for our sins, ability to forgive others “indebted” to us, and that we not be brought to the time of trial. Jesus then asks, What if an unexpected guest arrives late at night? As the host, since you do not have any bread to offer in hospitality, you go to a friend’s house and ask for bread. Your friend is already in bed and does not want to get up and unlock the door. However, your friend does get up and provide for your need—not out of friendship, but because it is his obligation to allow you to provide hospitality.Story’s Context

This parable is bookended by the Lord’s Prayer and the familiar passage, “Ask, and it will be given you; search, and you will find; knock, and the door will be opened for you” (Luke 11:9). We are told to ask our Father for the things we need; we hear this short story, and then we are assured that we will be heard and have our needs satisfied.

The teaching on prayer allows us to see ourselves as part of the family of God. Prayer is an intimate activity, the conversation and listening that is a model for healthy relationships. The supportive relationship Jesus has with his Father is a model that we can all understand and strive for. The prayer reminds us that we are part of a holy family that acknowledges the dignity of others and provides for the needs of others in compassionate ways. Day-to-day need is part of our relationship with God, whether it is a need for bread or for forgiveness. Holy conversation is the language of the God’s kingdom. Then we are assured that, when we ask, our needs will be provided. Just as we are to listen and observe, that we might see “God with Us,” we are also to actively ask, seek, and call upon others to respond to the needs of others.Background Information

This parable is one of four that finds its setting in the structure of the village. One’s identity is tied to one’s village (e.g., Jesus of Nazareth). The dynamic of village life provides another model for envisioning the realm of God. These isolated, often small communities have a traditional structure and clearly defined class system. There are accepted forms of relationship and interaction that are

clearly understood and nonnegotiable. These systems manage the stress of social contracts and spread the risk for individuals so that no family is ever isolated or destroyed by the harshness of the realities of living in a subsistence culture.

Hospitality was and is of major importance in Middle Eastern culture. Hospitality is always expected and always given. In this culture families sleep in a common space, generally on the roof of the house. To be awakened and have to disturb the entire family to get up and come down to ground level and unlock the door and gate would be a burden. Yet the expectations of hospitality would demand that this inconvenience be endured, for to refuse the request would be to suffer shame and dishonor in the eyes of the community. The word translated as “persistence” in the NRSV in verse 8 is actually more accurately translated as “shamelessness.” It is not that the requester is persistent, but that the sleeping man does not want to be shamed for not honoring the social covenants that hold village life in balance.

Many campers will recognize the rules of their own communities and who can be extended hospitality. Campers can reflect on whether their schools and communities care for the needs of others in the group. What are the needs in campers’ communities and how are those needs met? Campers can discuss how they can respond to the needs they see in the community through prayer and action.Theological Issues

The secret is that we can ask boldly for what we need to let the community be a kingdom community. The kingdom of God is a place of hospitality where we pay attention to the needs of others and find some way to respond. We are given permission to be shameless in our petitions to God at any time, day or night. God listens and promises to provide what we need to be compassionate and holy persons. This parable is an incentive to practice prayer at all times and in all circumstances.

We do not need to be hesitant to ask others for help. Jesus taught that we make requests for the entire community, not just for ourselves—“Give us this day… Forgive us…” Differentiating between prayer requests that only benefit the individual praying and those that benefit others—either through being equipped as an individual to offer gifts to the community or finding ways to provide needed resources—is an important consideration as we think about holy conversation in prayer and with others. Our communities of faith hopefully model the village that supports it members, provides guidance on how to live in community, and encourages each person to extend extravagant welcome and hospitality to others—friend and stranger. This is how we live out the good news and bring the realm of God closer to the earthly, human plane of existence. The members of the family of God care for one another and extend holy hospitality to the world.

We also need to learn how to accept the hospitality of others and to receive their care and concern for us. Too often we think we can handle our problems by ourselves. This parable reminds us that we pray for ourselves and for others and give and receive as holy living. Connections with Campers

North American society encourages self-sufficiency. Sometimes we have difficulty asking for or accepting assistance from others. We may even be reluctant to ask others to pray for us. Younger campers who still live in a concrete reality will understand that “requesting prayer” is a natural action. Older campers may be more resistant to identify prayer needs for fear of appearing incapable of handling life’s challenges. The stress here is on the loving community that supports each individual and our common life.

This parable encourages us to listen to one another and observe others with sensitivity and compassion. When we look at the community with holy vision, we are more likely to sense when we can be a holy presence to another. We are also encouraged to identify our own needs in the safety of loving community so that our needs may be satisfied. Hospitality is to make another welcome without expectation of reward, to act with kindness and generosity. We are reminded of the Hebrew word hesed (loving kindness), which is the definition of the relationship God has with God’s people and the definition of true community.

Unlock the Secret of the Kingdom with your campers and help them discover that they can pray boldly and expect that God will answer.

Leader Reflections• When have you been reluctant to ask for help—either from others or in prayer?• Do you have a friend that you could call on for anything at anytime? How is that relationship

different from other friendships you have?• Are there expectations in your family or community that you are reluctant about but meet anyway?• In what ways do you practice hospitality toward friends? Toward strangers?

Discovery 3The Secret Is: God Is Generous

Matthew 20:1–16 (The Parable of the Workers in the Vineyard)The Story

This parable likens the kingdom of heaven to a landowner who goes out to hire some people to work for the day. He hires one group in the early morning to work all day. Later in the morning he hires more people, and again at noon, and again in the middle of the afternoon, and again shortly before the end of the workday. At the end of the day, he pays all the workers the same amount of money, regardless of how many hours they had worked. The workers who had worked the full day protest that they should receive more than those who only worked part of the day. The landowner responds that he honored his agreement with those hired first in paying them a full day’s wage as promised. He argues that he can do what he likes with his money. He inquires if the protestors are envious because he is generous. Then he closes with the familiar phrase, “So the last will be first, and the first will be last.”Story’s Context

This parable is told as Jesus is heading to Jerusalem. It is in the discourse that surrounds his third prediction of his passion and death, and just precedes his triumphal entry into Jerusalem. It comes right after the story about how difficult it is for a rich person to enter heaven, which leads the disciples to inquire, Who will be able to enter heaven? They are concerned that they have sacrificed everything to follow Jesus. He reassures them that if they have been faithful they will have a place in heaven, but he also issues a warning that the first shall be last and the last will be first, a concept he then reinforces in the vineyard parable.

This parable expands our understanding of who will enter the kingdom. At the center of the parable, the landowner instructs his manager to pay the last first. Then, at the end of the parable, Jesus reverses the understanding of the kingdom by stating the last shall be first and the first shall be last. There is no certainty to our identity as inheritors of the kingdom.Background Information

This is not a story about fair labor practices. It is a story about justice and righteous living. It is a story about turning normal values upside down. Jesus is known for including outcasts and the “least ones.” But he is also warning his followers that they will not receive any special treatment or honor just because they have been part of the leadership circle for a long time.

Everyone who comes to faith will be treated equally by the generous God who waits for us to labor in the field. There is no hierarchy in heaven. All who come will receive equal measure of God’s promise of salvation and eternal life. We tend to forget in our day-to-day lives that every good thing that comes to us is a gift from God. We were created to serve God, the earth, and all the creatures thereon—including our fellow human beings. And that labor is seen as worthy in the eyes of God, and we will be rewarded for our faith and humble service.

One thing to keep in mind is that no one lost anything in this story. Each person hired was unemployed at the time they agreed to work for the landowner. Each was given the gift of labor—a change of identity from unemployed to industrious worker. The transformation is not the result of the wages earned but about a new identity, a sense of purpose, meaningful activity, and the blessings of life at the end of the day. However, this is not a welcome transformation for some who measure worth by the standards of the world. Such generosity as the landowner exhibits generates anger at his upsetting of the established norms. This same anger will result very soon in the death of the Son

of God.Theological Issues

All true disciples are equal in God’s eyes, however and whenever they come to faith. That is a hard concept for some to accept when they feel their labor is not fully appreciated. We will explore that concept more fully in the next discovery.

Righteousness is defined by generosity. This same generosity is likely to attract the attention of the evil one. The powers and principalities always try to subvert God’s good for the world, which is why Jesus taught us to pray for deliverance from evil. One of the pitfalls we can experience is that—while we believe every person has intrinsic worth and human dignity, the right to basic human needs and self-determination—we can fall into the trap of superiority by virtue of our position and access to resources. This is not a case where we can be generous in helping someone out of poverty or legal troubles; this is a case where our generosity comes to us only from God’s abundant blessing in our lives. Our responsibility as people of faith is to bring the kingdom of heaven closer to earth by treating everyone justly, without regard to human values and norms.

Paul reminds us in 1 Corinthians 4:7: “What do you have that you did not receive? And if you received it, why do you boast as if it were not a gift?” God’s economy is based on justice and equality. Being a believer is the qualification that allows us to labor for the Lord and be compensated with holy recompense that claims the whole world as redeemed. Those of us who come from positions of privilege sometimes lose sight of the heart of the gospel. We are too busy being laborers for the church and not for the Lord. We learn to talk about radical love, but the demands on our leadership mean that we often do not demonstrate that radical love in concrete action as the landowner did. We need to model for our campers this generosity of self and spirit, and the worth of each person in the community, as well as talk about how God’s radical love turns the world upside down.Connections with Campers

In Jesus’ day this story was referring to Gentiles and Jews. Today this speaks more to the issue of who is included in our churches, friendship circles, or communities. Many of our campers will be knowledgeable about immigration issues and racial/ethnic tensions, as these continue to be part of the public discourse. Yet their generation places much less emphasis on divisions that older generations saw as important. We need to allow our campers to articulate their vision of neighbor and community, and provide space for the questions about why the world is not fair.

This parable allows us to see the worth of each person based on his/her relative contribution to the well-being of the community rather than by human standards of measurement of worth and value. If individuals are observing others and addressing the needs they see by utilizing the gifts they can offer, we need to affirm that offering no matter how small it may seem to us as leaders. No act of compassion or understanding is too small to affect the life of another. One of the ways we can help even the youngest among us find their call to ministry is to affirm those life-giving gifts of compassion, listening, presence, friendship, accepting silence, and shared laughter and tears. These are the coin of faithful service and need to be recognized as having value. The larger concepts of justice and righteous living will come to be understood from these simple foundations that allow us to practice care and compassion for one another no matter how small the gift—as long as it comes from a generous heart.

As campers continue to discover the Secrets of the Kingdom each day, help them see that these Secrets cause us to live and participate in the world in a whole new way. When we are open to God’s work in and through us, when we find boldness to pray, and when we see God’s generosity as a good thing for us and for the world, we unlock a treasure trove of blessing, power, and strength for our faith journeys.Leader Reflections• When have you experienced injustice in your life? Did you say something? To whom? • How did that experience of injustice change the way you look at human interaction and the ways of

the world?• How do you value yourself? What would you be willing to give up for others?• Do you tend to feel more compassion or more pride when you do good?

• How can you help campers relate the experiences of their communities to the lessons of this parable? Some areas to explore might be immigration, day laborers, the homeless, the hungry, children in the foster care system, children who have been abused, or children of divorce.

DISCOVERY 4The Secret Is: God Treasures Us

Luke 15:1–10 (The Parables of the Lost Sheep and the Lost Coin) The Story

The leaders of the religious community as well as sinners were coming to listen to Jesus. The religious leaders were grumbling about how Jesus welcomed the sinners and even ate with them. So Jesus tells them a parable.

If a shepherd had a hundred sheep and one was lost, wouldn’t that shepherd leave the ninety-nine and go to find the one lost sheep? And when the sheep was found, wouldn’t that shepherd call all his friends and neighbors together to celebrate? Jesus then points out that heaven will rejoice more at the one who is saved than the ninety-nine who do not need to repent.

He then tells a second parable about a woman who loses a coin. She will light a lamp and sweep the whole house clean to find that one lost coin. And when she finds it, she too will call others to celebrate the recovery of the coin. And again Jesus points out that the angels will rejoice when even one sinner repents.Story’s Context

This chapter is a continuation in chronicling the opposition that Jesus is facing from the dominant religious culture. The parables in Luke emphasize ethical values, so this entire discourse in Luke is challenging the integrity and faithful interpretation of the Law by religious leaders.

These stories are found in a trio of stories of things that are lost and recovered—a sheep, a coin, a son. The parables of the lost sheep and lost coin form a pair of stories with very similar structure and joined by the word “or,” indicating their essential interchangeability. There is a pattern in all three stories in this trio: the item is lost, is found, and the celebration takes place around table fellowship.

These are straightforward stories. The key figures in both stories are persons who would be considered outcast or unclean by the religious leaders of the day. A farmer loses a sheep and goes looking for it because it has value. This could be a story of profit and loss. But there is a history of the image of shepherd as one who cares, especially as the image relates to a ruler’s responsibility for those under his dominion. In the Old Testament, the view of shepherd was positive and indicative of a leader who protects his flock. However, the Hebrew people had a history of those who have not lived up to the expectation of a good shepherd. By this time in the history of the people of Israel, the people are mainly urban and herders/farmers. The law had also changed, so that instead of being an honored role, shepherds were among the forbidden occupations and were often associated with robbers who preyed on persons traveling on the road. They were considered less trustworthy than even tax collectors, who were also considered ritually unclean.

The second story is about money and may be more real to campers. None of us wants to lose money. But this story asks us to consider that God is like the woman who seeks for that which she has lost. Women in this culture had no status and were often considered unclean. To ask the Pharisees to put themselves in the position of a woman was a gross insult that demeaned their role and authority. We are not told the source of the coins, but they may well have been the woman’s dowry, the only possession that was under her control. To lose part of that wealth means also to lose part of one’s standing in the community of women, and if the coin were to be found by someone else, it would be lost to her forever.

This chapter in Luke can be broken into three parts. The first sets the cast of characters in the audience—Jesus, sinners, tax collector, Pharisees, and scribes. These participants are set up in opposition to each other, with Jesus, tax collectors, and sinners being the target of the grumbling by the Pharisees and scribes. The second part speaks to table fellowship and ties the third part, the three parables, to the cast of characters. It is interesting to note that Jesus addresses his opponents personally in the two parables we consider in this session, but the well-known story of the prodigal

son is told in third person.Background Information

The point of the double parable is that “there will be more joy in heaven over one sinner who repents than over ninety-nine righteous persons” (Luke 15:7). These two parables explain why Jesus spent time with the tax collectors and sinners. It justifies to the Pharisees and scribes why he would offer hospitality to these unclean people. He welcomes all because God does. This is a direct challenge to the religious leaders who valued being seen as righteous in the eyes of the community rather than being obedient to God’s will.

The Torah (the Hebrew Bible) praises feeding sinners, but forbids eating with them. In first-century Jewish culture, a meal was a sign of status. In a society where resources were scarce, only the wealthy or those willing to sacrifice much of their wealth could afford to host a meal for the community. (We still see this pattern in many Middle Eastern and Eastern cultures where families mortgage their homes and businesses to provide a proper wedding or funeral feast.) Meals were also a forum for education. Jesus was probably allowing the tax collectors to pay for the meals and inviting people who were known sinners. Before they repented or were ritually cleansed, he was treating them as persons who had worth and value.Theological Issues

Jesus’ acceptance of sinners and unclean persons and his use of these people as examples is an expression of the unconditional love that God expresses for all persons. Jesus was focusing, not on law and deeds, but on the possibility of transformation and restoration to wholeness.

The parables about seemingly insignificant things such as one sheep out of a flock of a hundred or one coin out of ten show that the value of such items is not in their intrinsic worth but in the value ascribed by the seeker. If we see God as the seeker, then no one is beneath God’s regard no matter the sins associated with the person or the person’s status within the community. God seeks after those who are in need of redemption, and the community rejoices when that one recognizes the separation from the loving relationship that is his/hers through Jesus Christ.

Some will not realize that they are lost and so will not seek themselves to restore relationship. It does not matter where the person is located in his/her life circumstances. The sheep is in the wilderness and the coin is in the house. No matter our physical or social location, we are all in need of redemption. Our true repentance occurs when we recognize that need for redemption and relationship and respond to God’s call to return home. There is great rejoicing because the family is made more complete and individuals experience greater wholeness and connection with the community.

One of the unanswered questions in the parable of the lost sheep is the ninety-nine left behind. We are not told what happened to them. So we are left to ponder whether the kingdom of heaven is dependent on the entire flock being saved or upon the restoration of even one lost sheep.Connections with Campers

Even our youngest campers will have experienced the loss of some object. Helping them make connections to the emotions experienced in this situation will allow them to grasp the more subtle learnings from the parables. Being able to discuss fear, anxiety, shame, and joy will allow them to understand more fully how much God loves us despite our shortcomings.

In the camp community we take care to reinforce lessons of acceptance and inclusion. These parables help us to realize the worth of each person who is part of the community. By encouraging campers to follow Jesus, we can help them practice welcome, inclusion, and being a holy presence to one another. Unfortunately, there will always be some in the community who will not join the celebration because they are unable to accept those restored to right relationship as valued members of the community. Campers can reflect on times when they have been those people or how to deal with others in their community who are unable to accept others as persons of value.

Knowing that doing “bad” things does not bar us from the love of God or those around us and that there is a way to restore relationships is a powerful lesson for campers who often see a world that is at odds with the messages they hear in church. We all have time in our lives when we feel separated from God and even from our communities. It is important to understand that this is a dynamic common to each of us and is not a permanent state of being. It can be a great comfort to know that

we can turn to God and that God will seek us out even when we feel that we are not worthy of that divine regard.

The Secret of the Kingdom for today is truly a truth to treasure—God treasures us. No matter where your campers have been or what they have done they belong to a God who sees them, seeks them out, and loves them unconditionally. Leader Reflections• Have you ever lost something important to you? How did you feel? What did you do to find it? How

did you feel when it was found? If it was not found, do you still yearn to find it?• Do you sometimes have doubts about yourself and the worth of what you do? How does your faith

help you in those uncertain times? Do you feel the presence of God in your life?• Have you ever experienced a broken relationship? How did you feel when that person was lost to

you? Were you able to mend the relationship? If so, reflect on how it feels to be in relationship again and the lessons you learned about yourself and interaction with others.

• Have you experienced a time when you were unable to welcome another person as a valued member of the community? How did you reconcile that within your social, emotional, and prayer life?

• Do you believe that you are saved? Will you be welcomed into the kingdom of heaven? Do you have a need for repentance?

Discovery 5The Secret Is: Jesus Is in the “Least of These”

Matthew 25:31–40 (41–46) (The Parable of the Sheep and the Goats)The Story

Jesus establishes his identity as the Son of Man and his role as the judge at end of time. He tells the parable of separating the sheep and the goats. The hallmark of the sheep will be how they have responded to Jesus when he was hungry, thirsty, a stranger, naked, sick, and in prison. However, the people ask when they did these things. Jesus explains that whenever they served “one of the least of these who are members of my family,” they did it to him.

Older campers may read on to verses 41–46, where he addresses the goats and points out that none of them did any of these things for him. They ask when they failed to provide for his needs. He points out that just as they did not serve others, they did not serve him. He then pronounces eternal punishment for those who did not act and eternal life for those who served others. This is an important concept, but only for those campers mature enough to consider the complex themes of righteous action, judgment, and being separated from the love of God.Story’s Context

This is the last discourse in Matthew before the events occur that lead to Christ’s passion and crucifixion. Matthew’s focus is always on the aspect of judgment and the actions of the believers in the community. The arc of parables in Matthew looking at planting, hidden treasure, lost things, economics, and planning ahead all lead toward this discussion of final judgment.

The placement of this text has an important position within the narrative according to the conventions of ancient writing forms. This is the central statement that summarizes Matthew’s eschatological theme for the community. Immediately after this parable, Jesus gives the timeline for his arrest and death. The action then switches to the chief priests and elders as they strategize about how to eliminate Jesus as a threat to the established order.

This section (Matthew 25:34–40) also reiterates the concepts of discipleship found in the Sermon on the Mount (Matthew 5—7). Here Jesus is giving the simple version of what it means to truly follow him and find one’s place in the kingdom of heaven. Background Information

Sheep and goats were often fed together in Palestine, but were always separated at the end of the day. Goats needed to be corralled for the night and needed more care and attention to prevent them from wandering.

Matthew takes seriously the scriptural heritage that informs this community of first-century Jews. The emphasis is on the continuing story of God’s promises to the chosen people. Jesus is seen as the fulfillment of God’s plan, the true Messiah, the one to whom all the scriptures referred.

The audience throughout Matthew is the lowly peasants and those on the fringes of society. These people were mostly illiterate, lived at a subsistence level, and were subject to severe interpretation of religious law and the rule of the Romans. There was an elaborate social hierarchy in which certain groups dominated others. Worth was based on economic, social, and religious position. These were people looking for a way to find hope in a harsh, corrupt, rigid social order.

This is Jesus’ final discourse to the crowds, in which he summarizes all that the kingdom of heaven is about. It is a place without status, wealth, or hierarchy, and stands opposed to the social structures of the day. The hallmark of the believers is the demonstration of unconditional love toward all people, as well as serving the least and lowliest of these.Theological Issues

Matthew takes a wide view of the kingdom. This is a judgment of the nations, not just individuals. Neither one’s earthly status nor one’s good works has any bearing on salvation. The only true characteristic of a true believer is love for others regardless of who they are. The criterion of judgment is the quality of mercy demonstrated by believers toward others. This is living out the example of the Lord of heaven. This is the last parabolic reversal—the judgment is not from on high but one spoken through the needs of those around us.

The sheep loved people simply because they were children of God, the least of these. Their living discipleship was to serve those in need regardless of any other social or religious identifiers. This is the only thing that matters ultimately. The time of waiting for the Messiah is not a time of inactivity, but rather a call to serve the community, to care for the needy. “When” becomes “now.”

There is no ambiguity in the concluding parable. As Yoda (from the Star Wars saga) would say, “Do or do not. There is no try.” The instructions for attaining the kingdom of heaven are very clear and simple. If we live as righteous people, then we need not fear being separated from the love of God.Connections with Campers

We need to help campers identify the ways that they are already living righteously. Where are the places that they are serving the “least of these”? Campers can find many examples in their families, schools, churches, and communities. Hopefully some of these will be actions they have taken personally, but they will also be able to identify how others are cared for and see those actions as examples of how they should respond to others. Having a mission component during this week is a way to provide a living faith experience.

The righteous person remains alert to the needs of the world and acts as the feet, hands, and voice of God in the world. We each illuminate the light of Christ until Christ comes again. If we allow our faith to shine, we will not have to worry about the judgment of others or of the Holy One. This is what we will take with us and practice as we leave this particular community and return to our homes.

The judgment theme at the end of this text can be troublesome for listeners. We have been taught that God’s love is unconditional and that nothing can separate us from that love. And then we encounter this text, in which some are cast away from God into eternal punishment. The focus must remain on what constitutes righteous living. Campers will be very aware of people around them who cheat and break the rules and take advantage of others. We are not to judge, but rather to serve, so that the judgment for each individual is based on the way that person has lived out his/her life in true discipleship.

As campers discover the Secret of the Kingdom that “Jesus Is in the Least of These,” challenge them to look for Christ in everyone they meet. Valuing all human beings and looking for the face of Christ in each one no matter their status is contrary to the ways of this world. Help them to take the challenge of living out their faith by caring for the “least” of the world.Leader Reflections• What do you personally do to live a righteous life? How have you responded to the needs of the

world? How have you encouraged those around you to respond?

• Reflect on how your life illuminates the light of Christ in the world. Could you turn up the wattage, or are you a bright shining star?

• How do you react to the theme of judgment? Some campers will have questions, so you will need to be able to articulate your understanding of eternal judgment.

DISCOVERY 6The Secret Is: God Plants Us in the World

Matthew 13:31–35 (The Parables of the Mustard Seed and the Yeast)The Story

These are two brief parables in an entire chapter that presents seven parables and explanations of two of them. This is a small passage that may appear to lack depth, yet sets the stage for a discussion of the expansiveness of the kingdom of God.

We hear the story of the mustard seed, which is one of the smallest seeds, yet produces a bush so large that many varieties of birds can nest in it at the same time. This is followed by the story of the woman making bread and how the yeast is able to leaven three measures of flour. Then Jesus repeats his reason for teaching in parables so that hidden knowledge may be revealed.Story’s Context

Matthew 13 includes the story of the sower. The language at the beginning of the chapter parallels Mark 4 from Discovery 1. The story of the sower is followed by the parable of the weeds among the wheat. A farmer sows good seed and is surprised to find the field contains weeds. The wheat and weeds must be allowed to grow together so that there can be a good harvest. Then Jesus tells the stories of the mustard seed and the yeast and repeats his reason for teaching in parables. Then he again privately teaches his disciples, revealing the meaning of the parable of the wheat and weeds. Background Information

Matthew leans heavily on judgment themes in anticipation of the imminent return of Jesus as Lord. The writings in Matthew understand that the parables are meant for insiders and are understood by them. However, this knowledge does not guarantee salvation. The kingdom breaks into human activity with no warning and is a direct manifestation of God’s will. In the overall Matthean arc of parables, the key ideas for the community to understand are growth, decision, and judgment.

These two brief parables look at the growth inherent in the in-breaking of the kingdom. Matthew sees that the community is living in a divided world where the struggle for dominance is between Satan and God. The parable of the weeds and wheat that brackets the parables of the mustard seed and yeast looks at the righteous and evil living side by side until the “end of the age” (13:40). This is the same theme found in the previous discovery’s optional verses. The goats and sheep will live together until the day of judgment. Jesus is understood as the sower and the one who will collect the harvest. Yet the inclusion of these two stories of growth show how the kingdom will prevail in spite of the forces arrayed against the righteous.

The black mustard seed has an average diameter of just over one millimeter, yet the grown shrub may reach a height of six to thirteen feet, making it one of the largest vegetable plants. It has a sprawling branch structure that can shelter many animals and birds at its base and in its branches. Similarly, the kingdom of God will collect all peoples, including Gentiles.

The measure of yeast leavens three measures of flour. This amount of flour would only be used to bake bread for an entire household. Some scholars have calculated that would be equivalent to 110 pounds of bread. As is the case in parables, the action of the yeast is not described. We only see the result, that a large amount of flour was able to be leavened to produce sustenance for the people.Theological Issues

There are a number of theological issues in the story of the mustard seed. First of all, Levitical law prohibits mixing seeds in the field. To do so is an unclean act. Also, mustard is essentially a weed that will encroach upon the plants adjacent to it. So Jesus likens the kingdom of God to a weed. This is a subversion of the expected outcome. This is made even more evident by the fact that the weeds in

the parable of the weeds and wheat denote the evil influences of the world. One might be reminded of the character of Aslan in the Chronicles of Narnia. Aslan is “not a tame lion,” since, despite his gentle and loving nature, he is powerful and can be dangerous. In a similar manner, this small seed can be powerful and disruptive of that which is around it. Appearances can be deceiving.

Another theological perspective argues that this is not a very “Lordly” picture. The image of the birds nesting is exemplified in Hebrew thought in Ezekiel 31, Daniel 4, and Psalm 104 referring to cedars of Lebanon (Hear Then the Parable, by Bernard Brandon Scott, 381ff). Yet in the prophetic text, the grand cedars are brought low. There is a distinct contrast between the small mustard seed and the mighty Lord who will usher in the kingdom of God. This is yet another demonstration of the radical action in the world by God, who often turns everything upside down.

Yeast was also generally considered unclean in the Bible. However, here it is a symbol of growth. While the large mustard shrub can metaphorically represent the world and the shelter that the kingdom will provide for all who are true believers, the yeast works intrinsically from the inside. It is an agent that is introduced to the mass of flour and permeates the dough and causes growth. It performs a process of transformation. One could note the similarity to the Holy Spirit causing transformation. It is not by the efforts of the individual but by the influence introduced into one’s life that growth in faith and belief occurs. It could be likened to the leaven (seed) planted in the heart that allows the power of God to transform individuals and eventually the world.Connections with Campers

Many of us as youth leaders and Christian educators have seen how the power of the Holy Spirit has transformed the lives of the children we teach, mentor, and serve. Even the smallest child can share insights into the presence of God in their lives. Most of us have experienced the wonder and awe of a young child when introduced to nature—the delight in a ladybug crawling on one’s hand, the early morning symphony of bird song, the intricacies at the heart of a flower.

Even the smallest and youngest among us are children of God and capable of growth and influence. We need to move beyond the simplistic notions often associated with these stories. The complex notions of weeds representing the goodness of the kingdom, the idea that the Holy Spirit is the leaven in our hearts, the notion that the Word is a living source of transforming power are all concepts to be explored. Campers need to be able to identify when in their lives the unexpected has produced a positive result, and to see when circumstances in their lives that were beyond their control created a dynamic of growth.

This is the last Secret of the Kingdom for the week—that God plants us in the world. As you review all of the Secrets that your campers have discovered at camp, emphasize the treasure that these secrets are for us as we follow Jesus Christ today. We are available to God; we are bold in prayer; we serve a generous God; we are treasured by God; we are called to serve the least among us; and we are planted in the world to do God’s good work. Encourage your youth to carry these truth treasures in their hearts as they return to their homes to serve God in their communities.Leader Reflections• Two phrases that we often use in contemporary vernacular are “good things come in small

packages” and “small but mighty.” How do these phrases relate to these two parables?• Have you experienced a time in your life when a seemingly insignificant event had a large impact

on your life? How did you react to the disproportionate cause and effect?• Consider how the concept of “pay it forward” can exemplify the action of yeast leavening the

heart. How can you help campers identify the small things that make a difference to the community and share the blessing as they go forward?

• Reflect on the concepts of the mustard shrub as the evidence of the kingdom and the yeast as the internal working of the Holy Spirit. How can you relate these concepts to the experiences of the campers as you move through the week?

YOUNGER YOUTHDiscovery 1

The Secret Is: We Are God’s SoilScriptureMark 4:1–9, 13–20

FocusCampers will hear the parable of the sower and consider how open we are to receive and respond to God’s word at camp and throughout our lives. Campers will:• discover that Jesus told stories called parables to teach about God’s kingdom. • learn that parables have many levels of meaning. • identify barriers to hearing and receiving the word of God.

Connection to CampersYounger youth who have grown up in the church have heard many of the parables, but may have not taken time to understand their meaning. Younger youth who have not grown up in the church may have heard many stories from their families. Beginning with the parable of the sower will help youth understand storytelling. Jesus explains how parables work—they are stories that point to secrets. Make sure all your campers feel welcomed and safe. Suggested Songs“The Garden Song,” “Bring Forth the Kingdom of God,” “Peach of a Savior,” “Sowing Seeds of Love,” “We Plow the Field and Scatter,” “The Hymn of Promise.”

Discovery ActivitiesNOTE TO LEADERS: To prepare for leading campers, read through the “Biblical and Theological Reflections” for Discovery 1. Begin with “Tell the Story.” Then use an additional activity to engage the Bible story. Use the other activities to explore the story throughout the day.

1. Tell the StoryExplain to the campers that this week they will be hearing and studying the parables that

Jesus told to his disciples and the crowds. Parables are stories about something in everyday life that reveals a truth about the kingdom of God. Some parables are easier to understand than others, so they will have to do some work this week. The first story is the parable of the sower.

Read the first part of the parable to the campers (Mark 4:1–9). Ask the campers to share what lesson they think Jesus is trying to convey with the story. After several campers have shared, read the entire passage to the campers, rereading the first part (Mark 4:1–9, 13–20). What does Jesus say about the meaning of the parable? What do the following elements of the story represent:Farmer? Seed? Soil? The path? The birds? The rocky soil? The thorny plants? The good soil?

Ask the campers, “What kind of soil should we be this week at camp? Why?” Close with a prayer for guidance this week.MULTIPLE INTELLIGENCES: Linguistic, InterpersonalSUPPLIES: Bibles

2. Retell the StoryAsk for volunteers to take the following roles:

Reader (Mark 4:1–9), Farmer, Seed 1, Bird, Seed 2, Sun, Seed 3, Thorny Plants, Seed 4, Produced Fruit (the rest of the campers)Reader (Mark 4:13–20), Farmer, Word 1, Satan, Word 2, Distress, Word 3, Worries, Word 4, Increased knowledge and talents

Once you have assigned the parts, ask the campers to act out the first scripture (Mark 4:1–9) without rehearsal. When they have finished, remind the campers that Jesus was teaching in parables and many of the people did not understand. So he told the parable again with explanations. Invite the campers to take some time and plan how they will act out the second scripture (Mark 4:13–20). After 10 minutes, ask the campers to act out the second scripture.

When the campers have completed the second act, ask them, “Which version was better? Why? Why is it important to understand the meaning of Jesus’ parables? What does the soil represent?”

Tell the campers that the Secret of the Kingdom to discover today is that “We Are God’s Soil.” We can be open and available for God to work in and through us in the world.MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, SpatialSUPPLIES: Bibles

3. Do First-day Activities Help campers feel safe within the camp setting by giving them a chance to learn names, find

their way around, and understand the rules for camp behavior. This is part of setting the stage for God to transform this unique group of individuals into a Christian community. Part of this process includes playing name games in large and small groups. (See “More Activities: Community Building and Recreation.”) MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, InterpersonalMATERIALS: None

4. Tour the Camp Community Travel around the camp, visiting different locations the group will use throughout camp. As

you tour camp, introduce those you meet to the campers. Make sure they meet any camp program staff they will interact with on a regular basis. Include on the tour some of the natural settings of the camp, such as a river, lake, mountain view, ocean dunes, woods, or wildflower field. During the tour, encourage campers to find one thing in the setting that fills them with a sense of wonder. Conclude the tour by saying a prayer of thanksgiving for all the things campers felt wonder about on their tour of camp.MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, NaturalistMATERIALS: Maps of camp (optional)

5. Where Do You Come From?Before beginning this activity, tape or glue a map of the state or area to a piece of cardboard,

and on a separate poster board draw three columns titled “Soil,” “Plants,” and “Gardener.” Bring out the poster and map and place a pushpin in the place on the map where you live and name your hometown. Then ask, and answer, the following questions: “What kind of soil is in your town? [rocky, fertile, sandy, etc.] What plants grow in your town? Who is the gardener in your family?”

Now invite every camper and leader to mark their hometowns with pushpins and share their answers. Ask the campers, “Why are the soils not the same? Why are there different plants growing in the same state (area)? What makes some soils better than others? How can the bad soils be made better? How can we prepare ourselves to better understand the word of God?” MULTIPLE INTELLIGENCES: Spatial, Naturalist

MATERIALS: State (or area) maps, cardboard, colored pushpins, poster board, marker

6. Create a Parable Wall—Living MuralCreate a “parable wall” in your meeting space. Each day your group will create a picture or

other piece of art that will be displayed on your “parable wall” so they can remember all the parables studied during camp. Today they will create a living mural. Provide a poster board, package of seeds, and glue. Invite the campers to create a mural that represents the parable of the sower using the glue, seeds, some dirt from outside and a few loose leaves and other plants from around your meeting area. Make sure the campers only use items that are already dead or no longer attached to live plants. They can also use markers. As the campers work on the mural, share how God uses all the different parts of creation to create a beautiful world in which to live. Also, point out that though each of us is created different, God can use us all to share God’s word and love. MULTIPLE INTELLIGENCES: Spatial, NaturalistMATERIALS: Poster board, package of seeds, glue, non-living items from nature, markers

7. BlinkGive each camper an index card and a pen. Ask them each to hold the cards at arm’s length

and write their four favorite foods. But before they start, tell them to blink their eyes as fast as they can while they are writing their answers. Give them fifteen seconds to record their answers.

In groups of three, have the campers share their answers. When they have all shared, ask the following questions: “How hard was it to write while blinking your eyes? How did this create a barrier to your writing? What barriers do you have to following the teachings of Jesus?”

Discuss the parable of the sower with the campers. Point out that the birds, rocky soil, and thorny bushes represent barriers to growing as Christians. How might they overcome these barriers? Close with a prayer for guidance to overcome the barriers to learning God’s word.MULTIPLE INTELLIGENCES: Interpersonal, Bodily/Kinesthetic MATERIALS: Index cards, pens

Worship ResourcesMorning Watch

Explain to the campers that the group will have daily morning devotions together. This will be an opportunity to prepare for each day’s activities and ask for God’s guidance.

Gather your group outside and ask the campers each to hold a small amount of dirt in one hand. Invite the campers to look at the dirt. Share with them that God uses the dirt to provide many different resources for our lives. Ask the campers to share what those resources might be. Be sure to include food, shelter, beauty, solid foundations, homes for animals and bugs, etc. Sing “The Garden Song.”

Read Mark 4:1–9, 13–20. Explain, “Today, you will study this parable about the dirt you hold in your hand. You will learn how you can work to be good soil so the word of God can grow in your lives.” Have the campers hold the dirt in their outstretched hands with the palms up. Share the following prayer or one of your own to close the devotion: “Creator God, we thank you for bringing us safely together at camp and providing us with new friends. We thank you for the dirt in our hands and all the dirt of the earth that provides us with food and so much more. May we allow your Word to grow in us this week just like the plants grow in the dirt. Let us hear your secrets through the parables of Jesus. Amen.” Then, invite the campers to deposit the dirt back on the ground.Multiple Intelligences: Spatial, MusicalSupplies: Bible, dirt

Evening Worship

Gather the entire camp for worship each day. Use familiar camp songs or pick songs from the list of “Suggested Songs.” The resources here are suggestions, but it is important to use resources that fit the talents and skills of your leadership.Call to Worship:

LEADER: Welcome to camp and to God’s beautiful world where we can worship and praise the Lord!

ALL: Thanks be to God!LEADER: Welcome to a place where the seeds of God’s word and love can grow!ALL: Thanks be to God!

Scripture: Before worship begins, invite one of the small groups to share their skit of Mark 4:1–9, 13–20 from Activity #2 of this discovery.

The Word: As you share the scripture, emphasize that Jesus uses this scripture and the other parables we will study this week to reveal a secret about the kingdom of God. The secret today is that we can be the “good soil” and let God’s word grow in our lives so we can be closer to God.

Response: Invite the campers to share something they discovered today.Close with prayer.MULTIPLE INTELLIGENCES: Linguistic, MusicalSUPPLIES: Bible, songbooks

Cabin Devotions Explain to the campers that each evening they will have the opportunity to share what they

have learned during the day about the daily parable. This will be done by reading the scripture and working on their camper pages.

Begin by reading Mark 4:1–9, 13–20. Discuss the secret of the soil. Hand out or have the campers turn to Camper Page 1 and ask the campers to follow the instructions. After 10 minutes, ask if any campers want to share their thoughts. Sing “Hymn of Promise” and close with the prayer at the bottom of the camper page. MULTIPLE INTELLIGENCES: Interpersonal, MusicalSUPPLIES: Bibles, copies of Camper Page 1, pencils

Discovery 2The Secret Is: We Can Ask Boldly

ScriptureLuke 11:5–10

FocusCampers will hear the parable of the friend in need and discover that when we earnestly seek love and grace from God, we will receive. Likewise, we are called to provide love and grace to others.Campers will:• consider that they can ask God for what they need from God and one another.• explore ways to respond to the needs of others.• hear that God hears their requests.

Connection to CampersYounger youth will identify with the friend being awakened in the middle of the night and saying

“don’t bother me.” They will be surprised that the friend did get up and provide the bread because of both persistence and obligation. Younger youth might see this as bullying, but it is more about being bold. It will be important to share that God wants to provide for God’s people, it is okay to ask boldly and persistently, and that God calls us to be hospitable to others. Suggested Songs“Seek Ye First,” “They Will Know We Are Christians by Our Love,” “Make Me a Channel of Your Peace,” “The Lord’s Prayer,” “Theresa’s Prayer” (Christ be in my mind…), “The Servant Song,” “Spirit of the Living God.”

Discovery ActivitiesNOTE TO LEADERS: To prepare for leading campers, read through the “Biblical and Theological Reflections” for Discovery 2. Begin with “Tell the Story.” Then use an additional activity to engage the Bible story. Use the other activities to explore the story throughout the day.

1. Tell the StoryGather around your “parable wall.” As campers look at the artwork, invite them to share what

they remember about yesterday’s Secret of the Kingdom. Invite a camper to read the parable of a friend in need, Luke 11:5–10. Then, invite another volunteer to reread the scripture. Tell the campers that this story is about persistence and hospitality. Explain that before this parable, Jesus had just taught the disciples how to pray with the “Lord’s Prayer” (Luke 11: 2–4). Then, with this parable, he was sharing the secret that we should not be afraid to ask for what we need. Invite the campers to pray the “Lord’s Prayer” together. Talk with them about what is meaningful to them about the prayer. Point out that both scriptures mention bread. The bread represents hospitality and providing what we need. Ask the campers what hospitality means to them. Share that this parable tells us that God will show hospitality to us, but also expects that we will show hospitality to others. Ask for a volunteer to close with a prayer asking for help to show hospitality to those around us.MULTIPLE INTELLIGENCES: LinguisticSUPPLIES: Bible

2. Retell the StoryTell the campers that you are going to read Luke 11:5–10. Divide the campers into four

groups: group one is the friend with a visitor, group two is the visitor, group three is the neighbor, and group four is the neighbor’s family. Ask the campers to close their eyes and listen to the story through the ears of their assigned person(s). Read the story and then ask the following questions, having the campers answer from their assigned points of view:(to All Groups): What do you think of the other characters?(to the Visitor): What do expect your friend to provide when you visit?(to the Friend): What do you want to do for your visitor?(to the Neighbor): Why do you give the bread?(to the Neighbor’s family): What do you expect your husband/father to do?(to All Groups): How do you feel as this story plays out?

It is okay for them to say that they would be scared to wake the neighbor or that they would be annoyed at the persistence of the friend. Explain that God wants us to ask for what we need. MULTIPLE INTELLIGENCES: Spatial, IntrapersonalSUPPLIES: Bible

3. Observing HospitalityToday’s Secret of the Kingdom is that “We Can Ask Boldly.” Beyond that, we also understand

that within our abilities and talents, we are asked to provide for what others need when they ask.

Invite the campers to spend the day observing the camp to see where people are showing hospitality to others.

Make thank-you cards for camp staff. As the campers make the cards, invite them to share who and what they observed, and why it was hospitable. Ask the campers to deliver the cards at dinner or another convenient time. Remind the campers that we do things for others because God does so much for us.MULTIPLE INTELLIGENCES: Interpersonal, SpatialSUPPLIES: Construction paper, markers

4. Create a Parable Wall-—Open DoorAdd to your parable wall. Read the scripture for today, Luke 11:5–10. Reread verses 9–10.

Remind the campers that the parable tells us that the friend knocking on the neighbor’s door persistently was rewarded by receiving the bread he needed to be a hospitable host. Ask the campers what verses 9–10 tell us about God. Then ask, “What have you asked for and received from God? How did it make you feel?” If some campers struggle with this, remind them of favorite foods, nature, pets, etc.

Place two large sheets of poster board, watercolor paints, brushes and/or markers, a doorknob, and tape in the center of your meeting area. Invite the campers to design a creative door over the entire space of one poster board. Make a hole and connect the doorknob in the proper place. On the second piece of poster board, ask the campers to write or draw the good gifts God has given them. When this is complete, place the door poster over the gifts poster and tape them together along the long left side. Now you will be able to open the door and see all the good gifts God has given. Place the door on the parable wall and talk about God’s good gifts. With the door open, lead the campers in a prayer of thanksgiving for all these things.MULTIPLE INTELLIGENCES: Spatial, LinguisticSUPPLIES: Two large sheets of poster board, watercolor paints, brushes and/or markers, wooden cabinet doorknob, tape

5. CommunicationBefore this activity, make up four index cards, each with one of the following scenarios:

• A lion afraid of his shadow in a Broadway play.• Superman wearing a tutu in a grocery store.• A mailwoman delivering a basketball to a football game.• A person asking a neighbor for bread to give a visiting friend in the middle of the night.

Divide your small group into 4 teams. If you need more groups, make up additional scenarios. Give each group a card. Explain that each group will pantomime what is on their card. Give them 10 minutes to discuss their plan. Give each group a turn to communicate their scenario and ask the others to guess. When all have shared and guessed, ask the following questions: “What did your group do to communicate your scenario? How did you feel trying to guess what was being communicated? Why is communication important? How can we clearly communicate what we need to God?” Ask a camper to read Luke 11:9–10 to help answer the last question.MULTIPLE INTELLIGENCES: Bodily/KinestheticSUPPLIES: Index cards, pen

6. Write a PrayerThe secret that was revealed in today’s parable is that in God’s kingdom if we ask for what is

needed, it will be provided. It may not be in the way we expect, but God will take care of our needs. Gather the campers around and ask for a volunteer to write. Together, write a prayer that thanks God for God’s good gifts and asks God to help with specific needs in the group, camp, our country, and the world. Take this prayer to the evening worship.MULTIPLE INTELLIGENCES: Linguistic, InterpersonalSUPPLIES: Paper, pencil

Worship ResourcesMorning Watch

Before this devotion, write the prayer below on newsprint. Gather the campers outside and begin by asking the campers, “How often do you ask for

something from your parents? How often do you ask for the same thing? Do you get everything you ask for? Do you get what you need?” Share that today we will study the parable of the friend in need. Ask a camper to read Luke 11:5–10. Share that the friend needed bread and was persistent in asking for it from a neighbor. Because of love or persistence, the neighbor gave that friend bread. Today’s secret is that in the same way, God wants to give us what we need. However, we must ask! Sing “Seek Ye First.”

In a circle, say the following prayer or one of your own: “God of creation, thank you for your beautiful world. We know there are many needs in your world. Open our hearts and minds to the knowledge that you can provide what is needed. Through activities, games, and Bible study, help us understand and be persistent in asking for your good gifts. Amen.”MULTIPLE INTELLIGENCES: Musical, LinguisticSUPPLIES: Bible, newsprint, marker

Evening Worship Gather the entire camp for worship. Use familiar camp songs or pick songs from the list of

“Suggested Songs.” The resources here are suggestions, but it is important to use resources that fit the talents and skills of your leadership. Invite campers to be leaders in worship.Call to Worship:

LEADER: We come to worship our giving God!ALL: To praise the name of God!LEADER: We come to persistently ask for help in our needy world!ALL: To pray continually to our loving God!

Prayer: Invite the small groups to come forward individually and share the prayers they wrote in Activity 6. After each group concludes their prayers, invite the other worshipers to say:

“O Lord, hear our prayer.”Scripture: Read Luke 11:1–10.The Word: Build the message around the bread. The bread represents what we need in life. This

includes the love and word of God. Tie this into the first day’s parable of the sower and how it is the seed planted in the good soil that grows and produces 30, 60, and 100 fold. Include the Lord’s Prayer and its reference to bread. Encourage the campers to ask for their needs and to provide for the needs of others. You can also invite the campers to share where they saw examples of hospitality today.

Response: Sing “The Lord’s Prayer.”Close with prayer. MULTIPLE INTELLIGENCES: Linguistic, MusicalSUPPLIES: Bible, songbooks, prayers from Activity 6

Cabin Devotions Each evening the campers will have the opportunity to share what they have learned during

the day about the daily parable. This will be done by reading the scripture and working on their camper pages.

Begin by reading Luke 11:5–10. Ask, “Do any of you have friends that always come to you for help? Why do you help your friends?” Explain that this helps us understand why God wants to help us. Hand out or have the campers turn to Camper Page 2 and ask the campers to follow the instructions. After 10 minutes, ask if anyone wants to share their thoughts.

Sing “Spirit of the Living God” and close with the prayer at the bottom of the camper page. MULTIPLE INTELLIGENCES: Intrapersonal, Musical

SUPPLIES: Bibles, copies of Camper Page 2, pencils

Discovery 3The Secret Is: God Is Generous

ScriptureMatthew 20:1–16

FocusCampers will hear the parable of the workers in the vineyard and consider that God’s grace is not determined by anything we do, but through God’s love alone.Campers will:• explore the nature of God’s grace.• consider how God’s kingdom turns values upside down.• ask how they can treat others justly.

Connection to CampersYounger youth will immediately question the fairness of this parable. They may feel that someone is entitled to the money he/she earns for the time he/she works. But God says we are entitled to God’s abundance simply because we are children of God. Remind the campers that a parable is a story that shares a secret of the kingdom of God. Help them discover the radical nature of God’s love for all people. Suggested Songs“All Good Gifts Around Us,” “Give Thanks,” “Thank You, Lord,” “God Is So Good.”

Discovery ActivitiesNOTE TO LEADERS: To prepare for leading campers, read through the “Biblical and Theological Reflections” for Discovery 3. Begin with “Tell the Story.” Then use an additional activity to engage the Bible story. Use the other activities to explore the story throughout the day.

1. Tell the StoryGather in front of your parable wall and talk about what campers remember about the

“secrets” from the previous days. Now divide the campers into the following groups: early morning, 9 a.m., noon, 3 p.m., and 5 p.m. Read Matthew 20:1–7. Ask each group, in order, “What do you expect to receive for your labor today? Why?” When all have answered, read Matthew 20:8–10. Beginning with the 5 p.m. group and working backwards, ask each group, “Do you think the pay is fair? Why?” Now read the rest of the parable, Matthew 20:11–16. Ask the whole group, “Do you think the landowner had the right to make this decision? Why? What kind of person do you think the landowner was? What is the secret about the kingdom of God that Jesus is revealing in this parable? What does this say about God’s love for all people?”MULTIPLE INTELLIGENCES: Linguistic, Logical/MathematicalSUPPLIES: Bible

2. Retell the StoryAsk a camper to read Matthew 20:1–16. As a group, talk about the parable and how it might

be told today. Create a modern-day version of the story. Assign parts, using all the campers, and act out the modern version. Give the group 15 minutes to plan and practice their skit. Plan ahead

to meet with another small group and have the groups take turns acting out their skit for the other. When each has shared its skit, together discuss the skits and scripture. Some questions might be: “How did each skit portray the scripture? What is unfair about the story? Why? What in the parable goes beyond fairness? Why? If this is how God treats us, how should we treat others, and why?” Thank the other group for their help and close with prayer.

Explain that the Secret of the Kingdom for today is that “God Is Generous.” Talk with the campers about how they understand God’s generosity and what it means for them. Discuss how easy or hard it is to be generous with our own kindness and love toward others.MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, InterpersonalSUPPLIES: Bible, props for the skit

3. Play Bible TriviaDivide your small group into two equal teams for a game of Bible Trivia. Use the following

questions for each team or add some of your own:Team AWho is the “Queen of Heaven”? (A pagan goddess referenced in Jeremiah 7:18)Under which empire did Ezekiel prophesy? (Babylonian, Ezekiel 1:2) Where did Moses’ sister Miriam die? (Kadesh, Numbers 20:1)When Israel’s enemies outnumbered them, which plant did Asaph say God would make the

enemies like? (tumbleweed, Psalm 83:13)What is Mt. Hermon called by the Sidonians? (Sirion, Deuteronomy 3:9)Team BWhat is the first book of the Bible? (Genesis) What did Noah build before the floods came? (the Ark)Who was Adam’s mate? (Eve) Who was the mother of the baby Jesus? (Mary)On what object was Jesus crucified? (a cross)

Give prizes to the losing team, wait a few moments, then give the same prizes to the winning team and ask the following questions: “How did it feel to be a part of Team A? How did it feel to be a part of Team B? What did you want to do when you figured out the game was being played unfairly? Have you ever felt this way in school? How is this game like life? How did you feel when both teams got the same reward? How is this like the parable of the workers in the vineyard? What does this say about the love of God?” Be sure the campers hear how God’s love is not earned, but rather is given equally to all God’s children. MULTIPLE INTELLIGENCES: Logical/Mathematical, InterpersonalSUPPLIES: Prizes, sheet with questions and answers on it

4. Create a Parable Wall—Unconditional LoveHave a large red poster board in the center of the room. For a larger group, you may want to

tape two pieces together. Ask a good artist to draw a heart using as much of the poster board as possible. Have someone cut the heart out. Remind the campers about the secret found in today’s parable. God’s love for us follows unexpected rules. We do not earn God’s love; we receive it through God’s grace. Ask the campers to think of ways God is generous. After a few minutes, invite the campers to go outside and pick one small piece of God’s creation to represent God’s generosity. Once again, remind them not to harm plants, but to take rocks, sticks, or leaves from the ground. Give them 10 minutes. When they return, ask them to glue their treasures to the large red heart. They can use markers to write how these “treasures” represent God’s love. Ask the campers to share how they have experienced this love in their lives. Tape the heart to the parable wall.MULTIPLE INTELLIGENCES: Interpersonal, NaturalistSUPPLIES: Red poster board, scissors, tape, glue, black markers, objects from nature

5. Undeserved Gifts

Give each camper four Hershey Kisses. Instruct them to give each kiss to a different person in camp over the next few hours. If they are asked why, instruct them to just say, “Because I wanted to.” Remind them to consider campers, leaders, campsite staff, and resource persons. You will discuss this activity at your evening worship.MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, InterpersonalSUPPLIES: Hershey Kisses

6. Musical Blobs This game is best done as a total group, or with several small groups combined. Campers will

mill round the room while the music is playing. When the music stops, call a number. Campers are to form blobs that total the exact number. The last blob of campers to form, or the camper(s) who are not able to join a correct-numbered blob, are out. Ask some leaders to be judges.

After several rounds, bring the campers back together as a group and ask: “How did you feel when you were left out of a group? When you made a group, what did you feel for those who were left out? What kinds of things did you do to keep people out of your group once you had the correct number?”

Share with the campers that the secret in today’s parable of the workers in the vineyard is that God’s blob always accepts all God’s people. God’s arms are always open wide to accept us for who we are. MULTIPLE INTELLIGENCES: Spatial, Bodily/Kinesthetic, MusicalSUPPLIES: Music, music player

Worship ResourcesMorning Watch

Gather your small group around and begin by doing some exercises. Sit in a circle. Explain to the campers that you will go around the circle three times, each time sharing something about yourselves. The first time, each person will share the name of a new friend each has met at camp. As the leader, you will begin every round. Explain that the second time around, they will share something they are thankful for. On the third time around, they should each share a time when he/she thought something was unfair.

Go around the circle one more time, this time reading today’s scripture, Matthew 20:1–16. You will read the first verse and pass the Bible to next person to read verse 2. Each camper will read one verse until you have read all sixteen verses. Discuss the feelings of unfairness from the point of view of the first workers in the morning. Explain that the secret today is that God is generous. Even though our desire for fairness may make us cringe at the thought of someone sneaking in at the last minute and getting the same reward, the truth is that it is a very good thing that God is so generous. God’s generosity does not depend on our actions; it is God’s very character.

Close with a prayer and singing “Give Thanks.”MULTIPLE INTELLIGENCES: Musical, LinguisticSUPPLIES: Bible

Evening Worship Gather the entire camp for worship. Use familiar camp songs or pick songs from the list of

“Suggested Songs.” Invite campers to be leaders in worship.Litany of Thanks: (You may add camp specific items of thanks to this litany.)

LEADER: For your many gifts,ALL: We give you thanks, O God.LEADER: For giving your love even when we don’t deserve it,ALL: We give you thanks, O God.LEADER: For treating all your people equally,ALL: We give you thanks, O God.

Scripture: Invite a small group to present their modern-day version of the parable. After the performance, have a camper read Matthew 20:1–16.

The Word: Invite the worship leader to share a personal story of a time when she/he felt the love and acceptance of God even though it was not deserved. Move into the importance of all God’s people to be accepting of others because in so doing, they will be sharing the love of God.

Response: Invite campers to think about individuals or groups in our world who have not been treated fairly. Ask those who are willing to share their thoughts with the camp. After each camper shares, invite the whole camp to respond with “Forgive us, O Lord.”

Close with prayer.MULTIPLE INTELLIGENCES: Musical, LinguisticSUPPLIES: Bible, songbooks

Cabin Devotions Each evening the campers will have the opportunity to share what they have learned during

the day about the daily parable. This will be done by reading the scripture and working on their camper pages.

Begin by reading Matthew 20:1–16. Ask the campers, “Who did you give your Hershey Kisses to? Why did you choose those persons? How did they react?” Hand out or have the campers turn to Camper Page 3 and ask the campers to follow the instructions. After 10 minutes, ask if anyone wants to share his/her thoughts.

Sing “Thank You, Lord” and close with the prayer at the bottom of the camper page. MULTIPLE INTELLIGENCES: Intrapersonal, MusicalSUPPLIES: Bibles, copies of Camper Page 3, pencils

Discovery 4The Secret Is: God Treasures Us

ScriptureLuke 15:1–10

FocusCampers will hear the parables of the lost sheep and the lost coin and will consider that God cares for us no matter what we do, and always looks for us because every one of us is precious to God. Campers will:• remember times they strayed from God and be reminded that God continues to seek us.• recall times they have been accepted and what it means.• consider ways they can follow the example of Jesus by accepting others.

Connection to CampersYounger youth will relate quite easily to the concept of something being lost. It happens all the time. Whether they admit it or not, they even get excited when the lost is found. Help them remember that wonderful feeling. Also, remind them that we often lose our way with God. Isn’t it great to have a God that wants us back and will celebrate when we are found? Suggested Songs“Amazing Grace,” “We Love Because God First Loved Us,” “Fua Fua,” “Welcome Song,” “More Precious Than Silver.”

Discovery ActivitiesNOTE TO LEADERS: To prepare for leading campers, read through the “Biblical and Theological

Reflections” for Discovery 4. Begin with “Tell the Story.” Then use an additional activity to engage the Bible story. Use the other activities to explore the story throughout the day.

1. Tell the StoryBefore the campers arrive, hide a stuffed animal (preferably a sheep), and money in places

where they cannot be seen, but will easily be found. Also, have items close by, in a box, that can be used for a celebration.

After the campers have gathered in your small group area, ask the campers to look at the “parable wall” and share what they remember about the camp’s “secrets” from the previous days.

As the campers are sharing about the “parable wall,” have one of the leaders move around the room looking for something. The leader should look noticeably anxious, but not disruptive of the group. Ask the leader, “What’s wrong?” That person should share that he or she has lost something very precious. Ask, “What has been lost?” The volunteer leader should tell the group that he/she has lost a favorite stuffed animal and money for snacks today. Ask everyone to help look for the lost objects.

When the objects are found, the leader will bring out the celebration box and start a party. Enjoy the celebration for 15–20 minutes by sharing the contents of the celebration box and playing some party games. As you conclude the celebration, have the leader who lost the objects explain that the secret today is that God treasures us. The celebration you just had is nothing compared to the celebration of God when one of God’s people accepts Jesus in his/her life.

Read the parables of the lost sheep and lost coin from Luke 15:1–10. Ask the following questions: “What is Jesus telling us about the nature of God? How much does God love you?” Close by inviting the campers to each share a sentence prayer of thanksgiving.MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, InterpersonalSUPPLIES: Stuffed animal; small amount of money; celebration box with streamers, candy, noisemakers, juice boxes

2. Retell the StoryRead Luke 15:1–10. Discuss the scripture with the campers, allowing them to present their

thoughts. Explain to the campers that they are going to reenact this scripture for KAMP television station. If possible, use a video camera to record the news story. You will need campers to play the following parts: Reporter, Camera person, Jesus, Tax collector and sinner, Shepherd, Lost sheep, Several other sheep, Friends for both parables, Woman.

Ask a camper to reread the scripture out loud. Invite the campers to write a script. It could begin something like: “I’m ________ from station KAMP and we have a breaking news story. I’m live with Jesus, and he is talking to tax collectors and sinners.”

Make sure the campers act out the full scripture, including the joy of finding the lost object and rejoicing with friends, and conclude each parable with Jesus’ words. If you have access to equipment, record their production and let them see it afterward. If you do not have a camera, have them act out the script a couple times. Ask each of the characters to share his/her feelings while playing the part. Ask, “Were you happy when the objects were found? How does God feel when someone enters a relationship with God?” (Share your video or act out your script at worship.)MULTIPLE INTELLIGENCES: Spatial, Bodily/KinestheticSUPPLIES: Bible, props for the news story (microphone, costumes), video camera, TV or screen and projector

3. Find My Special PlaceInvite the campers to find a special place in camp in which to sit alone. It must be within your

sight, but they should be alone. Ask them each to take a pencil and Camper Page 4. After they find their special places, invite them to silently think about a time when they were lost from God. Invite them to answer the questions under the ”My Special Place” heading. When they have gathered, give those willing the opportunity to share their thoughts. Close with prayer.

MULTIPLE INTELLIGENCES: Intrapersonal, NaturalistSUPPLIES: Bibles, copies of Camper Page 4, pencils

4. Create a Parable Wall—Lost & FoundExplain that the Secret of the Kingdom for today is that “God Treasures Us.” Invite the

campers to create a section of the “parable wall” for “Lost & Found.” Give materials for the campers to make a sign for “Lost & Found” objects, with arrows pointing to a section of the floor. Ask them to include drawings or paintings of a sheep and a coin. Instruct them through the rest of camp to bring items they find around the meeting space, cabins, and camp, for which they cannot find an owner, to the lost and found spot. MULTIPLE INTELLIGENCES: SpatialSUPPLIES: Art supplies, canvas, paint, brushes, markers

5. Play the “Pricing Game”Before the campers arrive, have six items set out on a table numbered 1–6. The first three

items should be things purchased at a store, of which the campers would have an idea of the worth. Write the actual cost of these on separate index cards and tape each face down in front of the appropriate item. The last three items should be personal items from leaders. The owner will assign his/her own emotional dollar value to the item, writing the amount on an index card, and taping it face down, like the others.

Tell the campers that they are playing the “Pricing Game.” Hand each camper an index card and a pencil. Tell them to write the numbers 1–6 down the side of their cards. Invite the campers to look at the items on the table and write their best guesses of each object’s value. When they have completed the task, reveal the correct amounts and see who is closest. Give a prize to the camper with the closest guess for each item. When the game is complete, give a participation prize to everyone, explaining that everyone is a winner in God’s eyes. Ask the campers, “Who set the prices for the first three items, and who set the prices for the last three items? Why do we set higher values on items with personal meanings? What value does God place on us?” Close with a prayer of thanksgiving for revealing the secret that God treasures us.MULTIPLE INTELLIGENCES: Logical/Mathematical, InterpersonalSUPPLIES: Index cards, pencils, three purchased items, three personal items, prizes

Worship ResourcesMorning Watch

This devotion is an opportunity to prepare for the day’s activities and ask for God’s guidance.Gather in a circle and ask how the camp is going for the campers. Give them a chance to

respond. Go around the circle and ask each camper if he/she has discovered he/she forgot to bring something, or has lost something this week. After each camper shares, see if someone can help by supplying the need or is willing to help look for the lost object. Remind the campers that this week they are a family and need to help each other. Read Luke 15:1–10, the parables of the lost sheep and the lost coin. Ask if they know what the secret is today. Share that the secret is: God treasures us.

Close with prayer and singing “Amazing Grace.”MULTIPLE INTELLIGENCES: Musical, LinguisticSUPPLIES: Bible

Evening Worship Gather the entire camp for worship. Use familiar camp songs or pick songs from the list of

“Suggested Songs.” The resources here are suggestions, but it is important to use resources that fit the talents and skills of your leadership. Invite campers to be leaders in worship.Call to Worship:

Leader: We celebrate in our worship today,All: Because the lost have been found.Leader: God loves us so much,All: God will celebrate when we worship God together.

Music: Use celebratory music for worship and at some point invite the campers to move around, welcoming each other to worship in God’s name.

Scripture: Show the videos made by small groups in Activity 2. If you do not have the equipment for this, ask a couple of groups to share their skits from Activity 2.

The Word: Invite the worship leader to share personal stories of lost and found and to move on to the third parable in this series, the parable of the prodigal son, Luke 15:11–32.

Response: Invite the campers to remember what they wrote down in the “My Special Place” activity, in which they were lost from God. Ask if anyone feels lost now. Invite them to pray silently at their seats or at the altar.

Close with prayer and an invitation for those who are lost.MULTIPLE INTELLIGENCES: Musical, Linguistic, IntrapersonalSUPPLIES: Bible, songbooks

Cabin Devotions Each evening the campers will have the opportunity to share what they have learned during

the day about the daily parable. This will be done by reading the scripture and working on their camper pages.

Begin by reading Luke 15:1–10. Ask the campers to share the secret of these parables. Ask, “What are we asked to do in response to hearing Jesus’ words?” Hand out or have the campers turn to Camper Page 4 and ask the campers to follow the instructions for the “Nightly Devotion.” After 10 minutes, ask if anyone wants to share his/her thoughts.

Sing “More Precious Than Silver” and close with the prayer at the bottom of the camper page. MULTIPLE INTELLIGENCES: Intrapersonal, MusicalSUPPLIES: Bibles, copies of Camper Page 4, pencils

Discovery 5The Secret Is: Jesus Is in the “Least of These”

ScriptureMatthew 25:31–46

FocusCampers will hear the parable of the sheep and the goats and will consider ways we can open our eyes to the needs of the world and respond with compassion and generosity.Campers will:• consider the gifts they have and how they can share with others.• be challenged to be God’s hands, feet, and voice in the world by responding to needs of others.• reflect on the demands of the kingdom.

Connection to CampersIt is easy for younger youth to experience life as revolving around them. Parents get them around to the places they need to go, teachers work with them, and friends do things they suggest. Younger youth usually do not always look for the needs of others. They will relate to the parable when it says, “When did I see you hungry...?” Use this discovery to help open their eyes to the world around them. Suggested Songs“Salt and Light,” “Pass It On,” “The Servant Song,” Step by Step,” “Here I Am, Lord.”

Discovery ActivitiesNOTE TO LEADERS: To prepare for leading campers, read through the “Biblical and Theological Reflections” for Discovery 5. Begin with “Tell the Story.” Then use an additional activity to engage the Bible story. Use the other activities to explore the story throughout the day.

1. Tell the StoryAsk the campers to look at the “parable wall” and share what they remember about the

camp’s “secrets” from the previous days. Ask a camper to read today’s scripture, Matthew 25:31–46, while the other campers have their eyes closed. Discuss the meaning of the parable. Explain that God wants our eyes to be open to the needs of the world. Share that the Secret of the Kingdom is that “Jesus Is in the Least of These.” When we help others, we are helping God’s kingdom grow. Ask the following questions: “What did you see in your mind while the scripture was read? What did Jesus want to teach by telling this parable? Why did Jesus point out people who were hungry, thirsty, etc.? After hearing this parable, what do you think is expected of Christians? What are you expected to do while at camp?” MULTIPLE INTELLIGENCES: Linguistic, Bodily/KinestheticSUPPLIES: Bible

2. Retell the StoryAsk the campers to turn to Matthew 25:31–46 and read it silently. Give enough time for

everyone to read the parable. Now, ask everyone to read verse 40 together. Again in silence, have the campers think of a time when they helped someone they did not know. Explain that “least” can mean many different things, including least known. Invite the campers to share the stories of how they helped others. After everyone who wants to has shared, ask them, “How do people know we follow Jesus?” MULTIPLE INTELLIGENCES: Intrapersonal, Linguistic SUPPLIES: Bibles (one for each camper)

3. Play Sheep and GoatsPlay a game to help the campers think about how we treat one another in our society—

especially at their schools and in their communities. Come up with a series of requirements that will separate the group into two groups. For example: If your birthday is in the summer, sit over here to my right. If you are wearing blue, sit over here to my left. Determine the requirements based on what you have observed in the group during your time with them—what they like, the colors they wear, and so forth. When you have your requirements, tell the campers that you are going to separate them into two groups. Read each of your requirements until everyone is on either side. It is OK if one group outnumbers the other. Then, tell the group to your left that they are the goats. Tell the group to your right that they are the sheep—and give them a piece of candy because they have been faithful sheep.

After the inevitable moans and groans, hand out candy to everyone and talk about what it felt like to be divided. Read Matthew 25:31–46. Tell the group that Jesus is talking about what it really means to serve him—that we are called to reach out to those who are considered the least among us. Ask: “How do we divide ourselves from others every day? (cliques at school, rich and poor, racial divides, and so forth.) What does this parable tell us about how we should treat people—especially those who may be in need? (to reach out to them, give food, clothes, and shelter.) How can you serve the least of these every day?”MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, IntrapersonalSUPPLIES: Bible, candy

4. Growing Talents(Before camp begins, gather cardboard and wooden dowels. Cut the dowels into 18-inch

lengths. You will need two dowels for each camper.)When the campers are gathered, review the previous days’ secrets. Now is the time to use

that good soil and grow our talents to share God’s word and love with others. Explain that the Secret of the Kingdom for today is that “Jesus Is in the Least of These.” When we reach out to others, we reach out to Jesus.

Hand out cardboard, two 18-inch dowels, scissors, tape, and a marker to each camper. Instruct the campers to draw a large hand and a large foot on the cardboard and cut them out. As they are working, share that as disciples of Jesus, we become his hands and his feet to reach others. Instruct the campers: “On the hands, write the skills and talents you have that will help you spread the good news. On the feet, write places you could go to spread the good news.” Invite the campers to share their answers. Next, ask them to tape one dowel to the back of the hand, and the other to the foot. Have the campers take these outside and stick them into the soil to symbolize their wish to grow in faith and discipleship. Invite the campers to say a prayer for strength and courage.MULTIPLE INTELLIGENCES: Spatial, Bodily/Kinesthetic, InterpersonalSUPPLIES: Cardboard, scissors, dowels, markers, tape

5. Create a Parable Wall-—Ministry CollageLay out several magazines and newspapers, glue, and a large poster board.Share that today’s secret is that Jesus is in the least of these. Invite the campers to think

about ministry. Being in ministry has many avenues. Ask the campers to look through the magazines and newspapers and cut out pictures and words that represent ministry to them. Have them glue these to the poster board and place the board on the parable wall. Give the campers an opportunity to share what they placed on the collage and why.MULTIPLE INTELLIGENCES: Spatial, InterpersonalSUPPLIES: Poster board, magazines, newspapers, glue, and markers

6. Create a Covenant for MinistryShare with the campers that being a Christian is not easy. In fact, it can be very demanding.

To follow Jesus means we must take the responsibility of being witnesses to God’s love. Distribute Camper Page 5 and pencils to the campers and ask them to write a covenant of ministry.

“I accept Jesus Christ as my savior and I will follow the word of God. With God’s help, I will use my skills and talents in music and organization to spread God’s word and love to the people in my family, community, and the world.”

For those who are willing, there will be an opportunity to share their covenants in worship. You can collect the camper pages from those persons and hand them back to the campers before worship.MULTIPLE INTELLIGENCES: IntrapersonalSUPPLIES: Copies of Camper Page 5, pencils

Worship ResourcesMorning Watch

Before this devotion, write the prayer below on newsprint. This devotion is an opportunity to prepare for the day’s activities and ask for God’s guidance.

Begin by asking your campers if they know people in the following situations: hungry, thirsty, homeless, sick, or in prison. Give the campers an opportunity to share some of these situations. Have a few moments of silent prayer to allow the campers to pray for those in need. Now read Matthew 25:31–46. Ask campers, ”Did you realize that when you reached out and helped these people in need, you were helping God? That is today’s secret!”

In a circle, say the following prayer or one of your own:

“God of mercy and love, we thank you for this day and for our new friendships. Open our eyes to the needs of those around us today and throughout our lives. Open our eyes to the ministries you set before us. Give us the strength and courage to be your hands and feet. Amen!”

Close by singing “Step by Step.”MULTIPLE INTELLIGENCES: Musical, LinguisticSUPPLIES: Bible, newsprint, marker

Evening Worship Gather the entire camp for worship. Use familiar camp songs or pick songs from the list of

“Suggested Songs.” The resources here are suggestions, but it is important to use resources that fit the talents and skills of your leadership. Invite campers to be leaders in worship.Call to Worship: Read Psalm 95:1–7.Scripture: Read Matthew 25:31.The Word: Invite several leaders to share a word at this service. They will share their personal

experiences of being in ministry. Conclude with an invitation for those considering a career in ministry.

Response: Invite willing campers to share their covenants of ministry with the camp. Give these campers and others the opportunity to pray at the altar.

Litany of Ministry:LEADER: Through Jesus Christ, we have seen true ministry to God’s people,ALL: Open our eyes to see.LEADER: Through our leaders, we have heard the word of God,ALL: Open our ears to hear.LEADER: Through our experiences, we have seen the needs of God’s people,ALL: Use our hands and feet to meet these needs.LEADER: Through our study, we know there are people who have not heard God’s word,ALL: Open our mouths to share.

Song: “Here I Am, Lord”Close with prayer.MULTIPLE INTELLIGENCES: Musical, LinguisticSUPPLIES: Bible, songbooks

Cabin Devotions Each evening the campers will have the opportunity to share what they have learned during

the day about the daily parable. This will be done by reading the scripture and working on their camper pages.

Begin by reading Matthew 25:31–46. Ask the campers to share the secret of the parable. Ask, “Where should we be searching for people who need our help and do not know the love of God?” Hand out or have the campers turn to Camper Page 5 and ask them to finish completing the questions and thoughts. After 10 minutes, ask if anyone wants to share his/her thoughts.

Sing “Pass It On” and close with the prayer at the bottom of the camper page. MULTIPLE INTELLIGENCES: Intrapersonal, MusicalSUPPLIES: Bibles, copies of Camper Page 5, pencils

Discovery 6The Secret Is: God Plants Us in the World

ScriptureMatthew 13:31–35

FocusCampers will hear the parables of the mustard seed and the yeast and learn that God can use our smallest acts to grow the kingdom.Campers will:• think about the power of small things.• consider God’s call to discipleship in their own lives.• look more carefully for things at camp and in their lives that reflect the growing kingdom of God.

Connection to CampersYounger youth are in an awkward stage of life. They are looking forward to the time when they will grow into adults. They will relate to the potential found in the mustard seed and the yeast. Point out that just as their bodies are growing, they are also growing in their Christian lives. They are an important part of God’s kingdom and they have a responsibility to help it grow. Suggested Songs“Small Things, Great Love,” “My God Is So Big,” “This Little Light of Mine,” “The Peace Song,” “All Things Bright and Beautiful,” “Let Us Break Bread Together.”

Discovery ActivitiesNOTE TO LEADERS: To prepare for leading campers, read through the “Biblical and Theological Reflections” for Discovery 6. Begin with “Tell the Story.” Then use an additional activity to engage the Bible story. Use the other activities to explore the story throughout the day.

1. Tell the Story(Before camp begins, find a picture online of a full-grown mustard plant and print it to show

the campers.)After the campers have gathered in your small group area, ask the campers to look at the

“parable wall” and share what they remember about the camp’s “secrets” from the previous days. Be sure they remember all the secrets from the previous days: 1. We are God’s soil, 2. We can ask boldly, 3. God is generous, 4. God treasures us, 5. Jesus is in the least of these, 6. God plants us in the world.

Take your campers on a hike around camp. Invite them to point out plants they know and name them. Help them get to know different plants. The campsite manager or other staff may be available to help you with this task. Look to see if any of the plants have seeds and, if so, point them out and show how small they are in comparison to the plant. After hiking around the camp, read Matthew 13:31–35, the parables of the mustard seed and yeast. Give each camper a mustard seed and a little yeast. Talk about how tiny the mustard seed is and show them the picture of the mustard plant. It can grow to a height of 6–13 feet. Also, remind them that just a little bit of yeast in a small amount of flour will give us a loaf of bread.

Explain that the Secret of the Kingdom today is that “God Plants Us in the World.” In other words, God can use small things to create great results. Explain, “Although you may think you are small, God can use you and your talents to spread the love of Jesus Christ around the world. Think about the talents and gifts you have to share with others.”MULTIPLE INTELLIGENCES: Naturalist, SpatialSUPPLIES: Bible, mustard seeds, yeast, picture of the mustard plant

2. Retell the StoryAsk campers to stand in a straight line. Divide your small group into three separate groups by

counting off 1, 2, 3, 1, 2, 3… Invite a camper to read Matthew 13:31–35. Assign Matthew 13:31–32 to group 1, verse 33 to group 2, and verses 34–35 to group 3. Instruct the groups that they

will be the teachers for their verses and are to write questions and share thoughts that will help everyone learn about this parable. For example: “Why is it significant that birds will nest in the mustard plant? How does yeast help the flour turn into bread? (When yeast is introduced into the flour, it causes the dough to rise for bread.) Why did Jesus teach in parables?”

Give the groups ten minutes to develop their teaching plans. Then ask group 1 to share their scripture and teaching. Follow with group 2 and group 3. Congratulate the groups on their work. If it has not been asked before, ask, “What do these parables tell us about our faith?” Also ask, “How do verses 34 and 35 connect this scripture to our first day at camp?” Close with prayer led by a camper.MULTIPLE INTELLIGENCES: Interpersonal, LinguisticSUPPLIES: Bibles, paper, pencils

3. Affirmation Exercise As the campers gather, ask them to share today’s parables and the secret they reveal.Explain

that the same is true for age. Younger youth can make a big difference in the ministry of Jesus Christ. All of them have gifts and talents that God can use to further the kingdom.

Hand out or ask the campers to turn to Camper Page 6 and give each a pencil. Invite them to go to the “Affirmation Exercise” and write down the name of every person in the small group. Have them think about each person and write down a talent or gift each person has that will reflect or grow the kingdom of God in our world.

Collect the pages and explain that you will use these during the closing devotion.MULTIPLE INTELLIGENCES: Intrapersonal, LinguisticSUPPLIES: Copies of Camper Page 6, pencils

4. Create a Parable MemoryInvite the campers to look at the “parable wall” once more and be reminded of the parables

and secrets we have learned this week. Give each camper a piece of construction paper, six mustard seeds, glue, markers, and some

magazines. Explain that today the campers will be creating a parable memory to take home. Ask the campers to take the six mustard seeds and glue them individually down the left side of the paper, spaced apart. Have them leave room to write under each one, and then write the following words under each seed: “Good Soil,” “Hospitality,” “All Are Equal,” “The Lost Is Found,” “We Are His Hands and Feet,” and “Faith.” Share with the campers that in each of these areas, they started out small and have grown through the week. To the right of these words, invite the campers to write, draw, or find pictures that will demonstrate how they have grown or are growing in the areas we have studied at camp. When they have completed the task, invite them to share their work and how God is calling them to grow in ministry. Close with a prayer that God will continue to give them strength to grow as they go home. MULTIPLE INTELLIGENCES: Spatial, IntrapersonalSUPPLIES: Sheets of construction paper (or small poster board), glue, markers, mustard seeds, magazines, scissors

5. Play TelephoneExplain that you are going to play the old telephone game. Sit in a circle. You whisper a

secret into the ear of the camper to your right. That camper will whisper the secret into the ear of the next camper and so on until the secret moves around the circle and back to you. See how close the phrase is to the original. Do this two or three more times. Use phrases from the camp’s curriculum, such as:

“You are the good soil and can produce so much good in the world.”“God uses us to spread God’s love to a world in need.”Ask the campers, “How did you do with the exercise? How could you listen better? Did you

recognize the phrases? Why? How has this information grown in your life this week?”Tell the campers you are going to do one final round. Use the following phrase: “The final

secret is—these are not secrets!”Discuss the last phrase and talk about parables. Remind the campers that parables use

common items and actions in the culture of Jesus’ day to explain some new concepts of the kingdom of God. If we read and study the Bible, they are no longer secrets and are available for everyone. Close by reading Matthew 13:31–35. MULTIPLE INTELLIGENCES: Interpersonal, LinguisticSUPPLIES: Bible

6. Clean the CampGather the campers together and go outside. Explain that we have discovered that God’s

kingdom can be demanding on us as followers. We are asked to do many things as Christians. One important task we have is the stewardship of God’s creation. We must take care of the earth. To do this, we can begin right here at camp. Assign areas of the camp to groups and instruct the campers to clean their areas and leave the campsite looking better than when they arrived. MULTIPLE INTELLIGENCES: Naturalist, SpatialSUPPLIES: Garbage bags

Worship ResourcesMorning Watch

Before this devotion, print the prayer below on newsprint. As the campers gather for this devotion, ask, “Have any of you ever been told you were too

small or too young to do something? How did that feel? What is it like being in middle school? You are no longer in elementary school, but you are not yet in high school. It may feel like you are never going to be big enough to do the special things.” Let the campers share for a few moments. Now read Matthew 13:31–35, the parables of the mustard seed and the yeast. Here God turns people’s thinking upside down by using small things to create big results. Tell the campers, “The secret today is that God plants us in the world, even you and me, to grow the kingdom of God.”

In a circle, say the following prayer or one of your own:“God of mercy and love, we thank you for this day and for our new friendships. Open our eyes

to the needs of those around us today and throughout our lives. Open our eyes to the ministries you set before us. Give us the strength and courage to be your hands and feet. Amen!”

Close with prayer and sing “My God Is So Big.”MULTIPLE INTELLIGENCES: Musical, LinguisticSUPPLIES: Bible, newsprint, marker

Evening Worship Gather the entire camp for worship. Use familiar camp songs or pick songs from the list of

“Suggested Songs.” Call to Worship:

LEADER: We rejoice that God is present at camp.ALL: We rejoice in the sharing of God’s word and love.LEADER: Though we may be small,ALL: We worship our God who helps us grow.

Scripture: Read Matthew 13:31–35.The Word: Review the secrets revealed in the parables this week. Particularly share that small

things can bring God’s kingdom to all people! God can use youth to spread God’s word. Conclude by sharing that the best secret of all is that these are not secrets. They are to be shared with family, friends, and even people they do not know at this time.

Song: “Let Us Break Bread Together”

Response: Invite a clergyperson to share communion with the campers as a closing act of worship.

Benediction:LEADER: Go into the world and rejoice with your new knowledge,ALL: We will not keep these secrets to ourselves.LEADER: Go as disciples of Jesus Christ,ALL: To share our joy and our talents in God’s world.LEADER: So be it,ALL: Amen.

MULTIPLE INTELLIGENCES: Musical, LinguisticSUPPLIES: Bible, songbooks, communion elements

Closing Cabin Devotions Gather the campers in a close circle. Begin by reading Matthew 13:31–35. Ask the campers to

share the secret of the parables and what they learned today. Hand out Camper Page 6. Invite one camper to move to the center of the circle and ask all the others to share the talent or gift each wrote in Activity 3 for this person. Continue until everyone, including the leaders, has taken his/her turn in the center of the circle. Now ask the campers to finish completing the questions and thoughts on the camper page. After 5 minutes, ask if anyone wants to share his/her thoughts.

Sing “This Little Light of Mine” and close with the prayer at the bottom of the camper page. MULTIPLE INTELLIGENCES: Intrapersonal, MusicalSUPPLIES: Bibles, copies of Camper Page 6, pencils

More Activities: Community Building and Recreation

1. Name GamesThe first time you meet, gather the campers into a circle. Go around the circle, having each

camper share his/her name and hometown. As the leader, always go first in a game like this. Other options include saying your name and an adjective that describes you that starts with the same letter as your first name. Older campers can make this harder by saying their names and adjectives and repeating the names and adjectives of everyone who has gone before.MULTIPLE INTELLIGENCES: Linguistic, InterpersonalSUPPLIES: None

2. Names in ActionAsk players to introduce themselves to the group, one by one, by pairing each syllable of their

names with fun motions as they say their names out loud. (For example, Crystal has two syllables in her name, so she might put her hands on her hips when she says Crys, and bob her head with tal.) The group responds to each person by repeating the name with the same action(s) to affirm the person and learn the name for themselves. As each new person introduces herself/himself, ask the group to also repeat each previous person’s name and action(s).MULTIPLE INTELLIGENCES: Linguistic, InterpersonalSUPPLIES: None

3. Snap, Clap, Snap!Gather the group in a circle. Teach the group a steady rhythm to repeat the entire game. For

example, slap thighs twice, clap hands twice, and snap fingers twice—once with the right hand and once with the left. Let the group practice: slap, slap, clap, clap, snap, snap. Instruct participants to pause briefly between each movement to keep the beat steady and not too fast.

Once the group masters the rhythm and movements, appoint a starting person to say his/her name on the first snap and someone else’s name on the second snap (or also point the index finger of his/her snapping hand at the person whose names he/she is calling). The person whose name is called must then say her/his name on the next snap and add someone else’s name to the following snap, keeping the rhythm going.MULTIPLE INTELLIGENCES: Linguistic, InterpersonalSUPPLIES: None

3. ShapesForm groups of ten or more and have the groups form circles, holding hands. Explain to the

campers that you are going to call out a shape and each group is to form that shape as quickly as possible, while continuing to hold hands. As soon as a group forms the shape, call out another shape so the campers continue to move. Following are some shapes you can use, but you can also add your own:

Square PentagonFigure eight RectangleStar CrossFish DiamondTriangle Waving flag

MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, SpatialSUPPLIES: None

4. Report CardThis is a fun, icebreaker activity for any time of the week. Divide the campers into two equal

groups. Ask one group to sit or stand in a circle facing outward. Ask the other group to form a circle around the first, with each camper facing a member of the first group. The campers will answer the question for one subject, then the outside group will all move, one camper to the right. Use the following question:

Including yourself, who in your family would get an A, and who would get a C, in the following subjects:

Math Drivers EdEnglish Pet CareHistory CookingGeography House CleaningPhysical Education Yard Work

MULTIPLE INTELLIGENCES: Linguistic, InterpersonalSUPPLIES: None

5. Musical BlobsAll campers will mill round the room while some music plays. When you stop the music, call

out a number, and the campers are to form blobs that total the exact number. The members of the last blob to form, or the campers who are not able to join a correct-numbered blob, are out and will gather in the “out” area. Before the music starts again, ask one of the following questions, which must be answered by everyone in each blob and by those in the “out” area. With smaller groups, you can restart the game several times. Following are some questions you can use when the music stops: What is your favorite color?What is your favorite food?What is your favorite subject in school?How many people are in your immediate family?What is your favorite Bible verse?Do you prefer an ice cream sundae or ice cream cone?What is your favorite part of camp?Can you keep a secret?MULTIPLE INTELLIGENCES: Spatial, Linguistic, InterpersonalSUPPLIES: Music

6. Three Truths, One LieGather the campers into groups of three or four. Give each camper an index card and a

pencil. Ask the campers to number “1” through “4” on the card. Explain that you are going to tell them four incomplete statements. Tell them to write the statements as you have read them, but to leave space to complete them after you have explained the rest of the instructions. Read the following:1. My favorite television show is _________.2. My favorite season of the year is ________.3. My hero is ___________.4. I keep secrets from my parents. (yes or no?)

Share the statements a second time and tell the campers you want them to answer three of the questions with the truth and answer one question with a lie. It is their choice as to which answer is the lie. When everyone has completed their statements, have them take turns sharing their answers within their groups of three or four. The other members of the group will try to guess which answer is the lie. After the others have all guessed, the camper will share which answer is the lie, and they will move on to the next camper, until all in the group have shared.

MULTIPLE INTELLIGENCES: Linguistic, InterpersonalSUPPLIES: Index cards, pencils

7. Kindness RelayDo this outside. Divide campers into three groups of four. Adults can play to even the teams.

Ask the teams to stand behind a designated starting line. About 40 feet away, place three chairs, each with a sack containing a set of slips of paper, with each slip having one of several possible relay instructions written on it. Give the campers the following instructions:

“When I say ‘go,’ a member from your team will run to the chair facing your team, grab one slip of paper from the sack, read it, and then follow the directions precisely. After you read a slip, do not put it back into the sack. When you complete the task, tag the next person on your team. The team that gets through all the slips in their sack first wins. Remember, you must do exactly what it says on the paper. Also, when someone asks for your team’s cooperation, you must help him or her.”Relay Instructions (to be written on the slips of paper ahead of time): Go to someone on another team and whisper, “I’m glad you came to camp.”Go to someone on another team and give him/her a back rub for 15 seconds. You must count the

seconds out loud.Go to another team, give them high fives, and tell them, “You’re Cool!”Go to someone on another team and trade shoes with her/him for the rest of the game.Go back to your team and gather everyone around you. Tell them all to hug you at the same

time.Go to someone of the opposite sex on another team, kneel down in front of that person, and ask,

“Do you like me?” Keep asking until he/she says “Yes!”Go to one of your adult leaders and say, “Thank you for giving your time to be with us at camp.”Go back to your team. Have two or three team members carry you to the chair and back.

After the relay is over, congratulate everyone for being so kind to one another. Ask them to respond to these questions: “How does it feel to be kind and compassionate to one another in a game? How would it feel if we always treated everyone that way?”MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, LinguisticSUPPLIES: Three sacks, chairs, and sets of relay instructions cut apart for each team

8. Oh, My Caring BackBefore the group gathers, write the following words or phrases on small pieces of paper. You

can add some of your own if you like, but all should relate to caring.HeartHugGreeting cardCarrying groceries for someoneMissionaryBibleVisiting the sickVisiting a nursing homeMission tripPastorServing at a soup kitchenNurseCamp leader

Tape one slip of paper to each camper’s back. When you say, “Go,” each camper should move around the other campers and ask others only yes or no questions to try to find out what is on his/her back. Share with the campers that the words or phrases on the slips all have to do with “caring.” They may include items, actions, events, or persons. The campers can only ask each different person one question, and then must move on to another. However, a camper can

come back to a certain person after talking to several others. When a camper correctly guesses his/her word(s), he/she will take a eat, but others can still ask finished campers questions. When all have figured out their word(s), discuss how the words relate to ministry.MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, SpatialSUPPLIES: Small slips of paper, pen, masking tape

9. Crossed or Uncrossed Before beginning this session, explain this game to one camper ahead of time, so he/she will

always be right. Invite the campers to sit in a circle. Explain to the campers that they are going to pass a pair of scissors around the circle “crossed” or “uncrossed.” Explain that when they receive the scissors, they must either say, “I receive the scissors crossed,” or, “I receive the scissors uncrossed.” Then you will tell that camper whether or not he/she is correct. Tell them, “Remember, not everything is as it seems. And once you determine what makes the scissors crossed or uncrossed, keep the secret to yourself until everyone figures it out.”

Begin by having the campers pass the scissors around the circle and invite them to open or close the scissors as they do so. As stated above, it will be your job as the leader to tell the camper receiving the scissors whether his/her guess of “crossed” or “uncrossed” is correct or not. (It has nothing to do with the scissors, but is determined by whether the person receiving the scissors has his/her legs crossed or not.) If the camper’s legs are crossed, then the correct response is, “I receive the scissors crossed.” If the camper’s legs are not crossed, the correct response is, “I receive the scissors uncrossed.” You can play also.

Keep playing until almost everyone has figured out the game. To move it along, you can exaggerate crossing or uncrossing your legs as you receive the scissors. When you stop playing, identify the camper who was told the secret beforehand.

Discuss the following questions with the campers:How did it feel being the one who knew the secret?Was it fair that one camper already knew the secret?Did it help others that one camper already knew the secret? Why or why not?What do think of the fact that the scissors had nothing to do with correct answer?Watching the scissors distracted you from the real answer! What distracts you from participating

at camp?What distracts you from sharing your faith?MULTIPLE INTELLIGENCES: Spatial, LinguisticSUPPLIES: One pair of safety scissors

10. Have You Seen My Sheep?Ask the group to stand in a circle. One person runs around the outside and stands behind the

person of his/her choice. The person who is “it” says to the one he/she is standing behind, “Have you seen my sheep?” The other person asks, “What does it look like?” The “it” person then describes another camper in the group. The person who is described, the “sheep,” gets up and runs and tries to tag “it” before he/she can run around the outside of the circle one complete time and take the original place of the “sheep” in the circle. If “it” is tagged, she/he remains “it”; if not, the “sheep” becomes “it.”MULTIPLE INTELLIGENCES: Bodily/KinestheticSUPPLIES: None

11. The Silent Lego ExperimentThis is a total camp experience, with teams consisting of each cabin group. When the whole

camp gathers, spread the cabin groups out, with each group taking a place together on the floor. Each group will have an identical set of Legos (or other connecting blocks). A model will be made by a leader before this experience and set in another room. The model is made from the exact same set of Legos. (You do not have to use all the Legos you have available when making the

model.) This exercise is to see how well the groups can work together in copying the model—without saying a word!

At the beginning, one member of each group will be called forward and given twenty seconds to look at the model. That person will return to the group, and without saying a word, begin building the copy. Two minutes later, another member of each group will be called forward to look at the model for twenty seconds and return to help build the copy. This will continue at two-minute intervals until all have seen the model.

Another round will begin with only ten seconds to look at the model. The last interval will allow only five seconds with the model. When this is complete, appointed leaders will judge the copies and award prizes.

Ask follow up questions such as:What made this exercise hard?How did you communicate without speaking?How did you use your time with the model?What did you learn about working together?

MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, SpatialSUPPLIES: A set of identical Legos for each small group, a model made from the same set of Legos, prizes

More Activities: Creative Arts

1. Sower’s CrossHave containers filled with a variety of seeds and beans of different shapes and colors. Give

each camper a heavy cardboard cross cutout (8-10 inches high, with an even width of a couple inches throughout) with a hole punched in the top. Have each camper write his/her name on the back. Have them think about designs for their crosses, perhaps using larger beans or seeds around the outside to make a border and then filling in the rest with their own creative designs. They may wish to spell something out in the center of the crosses either horizontally or vertically. Have them apply glue to the crosses in small areas as they complete their designs. When they are finished, put the crosses aside to dry. To complete a cross, a loop of yarn or plastic lacing may be put through the hole at the top when completely dry.MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, NaturalistMATERIALS: Variety of seeds and beans, cardboard cross cutouts, glue, yarn or plastic lacing

2. MachineOrganize the campers into groups of six to eight. Give each group a slip of paper with the

name of a machine written on it (tractor, photocopier, coffee maker, computer, carousel, toaster, and so forth) on it. Tell them not to share the item on the paper with any other group. Give the group 10 minutes to come up with a plan to demonstrate the machine without words or sounds. Then ask each group to “present their machine” and have the other groups guess what it is.MULTIPLE INTELLIGENCES: Spatial, Logical/Mathematical, Interpersonal, Bodily/KinestheticMATERIALS: Slips of paper with names of machines, space to do planning away from other groups, space to demonstrate the machine for all other groups

3. Sun PrintsHave campers collect a variety of shapes—possibly leaves, grass, ferns, small flat evergreen

boughs—found already dead on the ground, not picked. Give each camper a piece of solar-sensitive photo paper and have him/her write his/her name on the back. Have each camper put his/her paper on a separate large piece of corrugated cardboard. Have the campers arrange a variety of natural items on their papers. Carefully move the papers to a sunny spot. Leave the papers exposed for approximately two minutes. (See instructions on photo paper packet.) Remove the materials and rinse the papers in clear water to “fix” the image. Allow the papers to dry.MULTIPLE INTELLIGENCES: Spatial, NaturalistMATERIALS: Different shaped leaves, grass stems, pieces of fern, small flat evergreen boughs, solar-sensitive photo paper (available on-line or at a science supply store), corrugated cardboard sheets larger than photo paper, shallow pan, water, drying rack

4. Nature CollageHave campers collect a variety of shapes of (already dead) leaves, grass, ferns, small flat

evergreen boughs, and small flowers. Give them each two sheets of wax paper 8 inches long. The first piece of wax paper should be placed on several layers of newspaper. Chosen materials should be arranged on the wax paper leaving at least 1 inch of room around the edges. The second piece of wax paper is to be placed over the materials so edges of the wax sheets line up. A sheet of plain paper or newspaper then needs to be placed over the wax paper, and a leader or counselor should carefully use an iron on low setting to seal the two pieces of wax paper. Afterward, write the camper’s name on the back with a permanent marker.MULTIPLE INTELLIGENCES: Spatial, Naturalist

MATERIALS: Differently shaped (already dead) leaves, stems of grass, small flat evergreen boughs, small flowers, wax paper in 8 inch lengths from roll, newspaper, iron

5. Bread Dough CoinsUsing small condiment cups or containers of similar size, put out containers of food coloring.

Supply a bowl and a sheet of tin foil for each camper. Give each camper two pieces of stale white bread, and relay these instructions: “Remove the crusts and discard or compost. Tear the bread into small pieces and place them in the bowl. Add enough white glue to make the bread wet but not runny. With your fingers, mash the bread and glue together to make a doughlike mixture. If too solid, add glue. If too runny, add bread. Roll the mixture into a ball. Put your ball on the tin foil and flatten with your hand. Use a round cookie cutter to cut your dough ball into small circles. Leave the circles on the foil and paint designs on the bread dough coins with food coloring. Let them dry until hard.” Be sure that campers wash their hands in a separate tub. Be very careful not to get the glue/bread mixture in a drain as it could cause a clog.MULTIPLE INTELLIGENCES: Bodily/KinestheticMATERIALS: Needed for each camper: small bowl, sheet of tin foil, two pieces of stale white bread, white school glue, small round cookie cutter, food coloring, small containers for food coloring, small paint brushes, wash tub

6. Musical InstrumentsTambourine

Give each camper two paper plates and instruct them as follows: “Decorate the bottom of each plate with markers or crayons. When both plates are decorated, place one plate right side up on the table and put a handful of dried beans, split peas, or lentils on the plate. Carefully put the other plate on top, upside down—first inserting ribbons or paper steamers where desired—and staple the plates together around the edges.” The tambourines can be used in a parade or celebration or to provide music for a party.Maracas

Ahead of time, in a large bowl prepare papier-mâché paste, and cut or tear a bunch of 1-2 inch strips of newspaper (enough for each camper to cover his/her lightbulbs). Give each camper two burned-out incandescent light bulbs and two 6-inch dowels (or sticks), and relay these instructions: Securely tape one 6-inch long dowel (or stick) to each light bulb. Dip the newspaper strips into the paste and squeeze off the excess on the side of the paste bowl. Place each piece on the first light bulb, overlapping the edges until the bulb is completely covered including where the stick is taped to the light bulb. Use three layers of newspaper to ensure complete coverage. Do the same for the second bulb. Let the light bulbs dry over night (longer if necessary). When dry, have the campers tap the light bulbs against the floor or wall hard enough to break the glass, but not the papier-mâché shell. The broken glass will make the maracas sound. Then, have the campers stick their maracas in jars or cans to hold them up. They can then paint the maracas with acrylic paint (not tempera, or any other water-based paint), and let them dry completely. The campers can use their maracas in a parade or celebration or to provide music for a party.Drum

Provide an empty oatmeal container with lid for each camper. Have each camper decorate a piece of construction paper with designs that have a special meaning for the camper or illustrate the parables. Then, to the drums, provide these instructions: Glue the construction paper around the label area of the oatmeal container. Tie a bead or button to one end of a length of string, then string beads, spools, buttons, feathers, or other decorative items on it. With the lid off, poke a hole in the side of the oatmeal container and stick the other end of the string through from the outside. Fasten the string to the side of the container by tying another bead or button to the end inside the container, so that the decorations hang off the drum. Put the lid on and attach with tape. The campers can use the drums in a parade or celebration, or to provide music for a party.MULTIPLE INTELLIGENCES: Musical, Bodily/Kinesthetic, Interpersonal

MATERIALS: Tambourine: large ribbed paper plates; crayons or markers; dried beans, split peas, or lentils; steamers or ribbon Maracas: burned out light bulbs, 6-inch dowels or sticks, tape, papier-mâché paste, newspapers, large bowl, acrylic paintDrum: Empty and clean oatmeal containers with lids, construction paper, crayons or markers, glue, stylus or scissor point, string or plastic lacing, decorative materials (beads, spools, buttons, feathers, etc.), tape

7. Story SheetProvide each camper with a white handkerchief, a piece of bandanna-sized white fabric, or a

white cloth napkin; a piece of white paper the same size as whatever cloth you are using; several fabric crayons, and a pad of newspaper. Directions: Think of a design for one of the stories you have heard this week. Using the fabric crayons, draw the story (no words or numbers) on the piece of white paper. When the picture is complete, spread the white fabric on the pad of newspaper. Place the colored picture face down on the fabric. When a camper reaches this point, a counselor will cover the drawing with another piece of paper or piece of fabric. Use an iron on medium, no steam, setting and press the design slowly and firmly into the fabric. Be sure to double-check the directions on the fabric crayons box. Then, have the camper remove the paper drawing and see the artwork transferred to the fabric. Suggest that the camper use this story sheet, to tell the story to someone else. Campers can put the story sheets in their pockets and share them with others at camp or at home.MULTIPLE INTELLIGENCES: Spatial, Bodily/Kinesthetic, Linguistic, InterpersonalMATERIALS: Fabric crayons, pieces of white fabric (men’s handkerchief, bandanna-sized material, cloth napkin), pieces of white paper same size as fabric, newspaper, iron, extra cloth

8. Sheep and Goats CardsGive each camper 15 small, unlined note cards. Talk about the things in the story of the

sheep and goats (sheep, goats, water, food, clothes, prison, visiting) and what might be symbols for each action. Have campers draw a picture of each action (or provide cutout sheets with pictures of each action) on two cards so there is a matching set. Draw a cross on the fifteenth card. If there is a stamp or logo sticker for the camp or church, you may put that on the back of each card. When all the cards are completed, have each camper find a friend to play a game. All the cards are placed face down and, and the players take turns drawing cards, as they try to find a matching set. The game ends when one person finds the card with the cross. For older campers, the game can be more challenging if they combine two sets of cards and the winner is the one who first finds both crosses.AGE LEVEL: Older Children, Younger Youth, Older Youth, IntergenerationalMULTIPLE INTELLIGENCES: Logical/Mathematical, Spatial, Linguistic, Interpersonal, Bodily/KinestheticMATERIALS: 15 plain note cards, markers, colored pencils, crayons (or cutout sheets), logo or name stamp or sticker

9. Leaf Prints Have ready enough of the items listed in the “Materials” below to supply each of the campers

for this activity. Then, instruct the campers as follows: “Take a large lump of clay and work it until it is soft. Roll the clay into a ball. Flatten one side of the ball on the work table. Press the back side of a leaf, a fern frond, or evergreen sprig into the flattened side of the clay. Press the veins and outline into the clay until a deep impression is formed. Carefully peel the natural object from the clay. Use a pencil or stylus to clarify or add more detail, if desired. Pour tempera paint onto a paper plate. Gently press the clay into the paint, or use a paintbrush to dab paint onto the impression. Press the clay onto a piece of paper. Make several prints before more paint is added to the clay. Make as many prints as you wish of one color, or add other colors. Experiment with

different colored paper and different colored paint.”MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Spatial, NaturalistMATERIALS: Lumps of clay; leaves, fern fronds, or flat evergreen sprigs; styluses or pencils; variety of colors of tempera paint; paper plates; different colors of paper or construction paper; paintbrushes

10. Party NecklaceGive each camper a large paper plate with a ribbed edge, crayons or markers, and scissors.

Then, instruct the campers as follows: “Color only the ribbed edge, using different colors and designs. When finished, snip through the outside ribbing and carefully cut out the circular inside portion of the plate so only the decorated ribbing is left. Slip the colored paper plate necklace around your neck to wear.”MULTIPLE INTELLIGENCES: SpatialMATERIALS: Paper plates, crayons or markers, scissors

11. Fabric BasketAhead of time, cut various kinds of fabric into 2-inch squares. Also, prepare well-mixed

solution of half white glue/half water to be provided to the campers in small bowls. Pass these items out to the campers, along with a soup bowl and plastic wrap for each camper. Then instruct the campers as follows: “Place the soup bowl upside down on the work table. Cover the outside of the bowl with plastic wrap. Dip the fabric squares in the glue mixture, squeezing off the excess glue with two fingers. Press the fabric squares on the plastic wrap-covered bowl, overlapping them in three or four layers to cover the entire underside of the bowl.” After they have finished, let the bowls dry overnight. (It may take longer.) When the fabric is completely dried, take the fabric bowls off the plastic-wrapped bowls. If the edges are ragged, campers can use scissors to trim them. Campers may then also glue pieces of braid to the edges if they wish. The bowls will hold objects as long as they are not liquid—or wet.MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, NaturalistMATERIALS: Small bowls for glue mixture, white glue, water, fabric (precut into 2-inch squares), soup bowls, plastic wrap, decorative braids (optional), scissors, place to set bowls to dry

More Activities: Care of Creation and Nature Exploration

1. Sand Water FilterSoil has so many uses. Expanding on the idea of “good soil,” this activity can help campers

see that certain soils can actually clean water! Cut the bottom out of a clear plastic bottle. Invert the bottle with the cap on and place some gravel into the bottle—large pieces first to clog the hole. Pour sand over the gravel to fill in any cracks. In another container, mix dirt and water. Pour the dirty water into the bottle containing sand and gravel. Place the bottle over an empty cup or container and slowly remove the cap. The water that comes out should be clear! (Do not drink this water because this is not a professional filter.)

Tell campers that water companies actually do a similar process using sand as a filter to clean the water before it comes to their houses.MULTIPLE INTELLIGENCES: Spatial, Naturalist, Logical/MathematicalMATERIALS: Clear plastic two-liter bottle, ½ cup dirt, 2 cups sand, 2 cups gravel, cup, spoon, scissors, water

2. Work in the GardenSpend an activity period working in the camp garden or, if there is no garden, work to clean

up or restore an area of camp in need. Your camp director can help you identify areas to improve.MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Naturalist, InterpersonalMATERIALS: Various items—depending on area—such as rakes, clippers, gloves, and so forth

3. Bird FeedersHave campers collect pinecones (in areas with no pinecones, toilet paper tubes can be used

as an alternative; insert sticks for perches.) Tie a string to the top of the pinecone. Spread vegetable shortening over the pinecone. Roll the pinecone in bird seed. Hang from a tree, or take home.MULTIPLE INTELLIGENCES: Naturalist, SpatialMATERIALS: Pinecones, vegetable shortening, bird seed, string

4. Natural HelpersGod created the world in such a way that animals and plants would help each other out. Each

animal has its own purpose in its environment. Take campers to the woods and have them point out what they see as living in the forest, and what other animals or plants they might not see that live in the forest. Ask them to share what each animal or plant needs to survive. Ask them to share what each plant or animal contributes to the forest community. (For example, deer eat berries and leaves. The deer’s eating encourages plant growth and distributes seeds, and the deer provide fertilizer for the forest by digesting, and then depositing, the berries and leaves they consume. An oak tree provides acorns for squirrels, shade for animals and plants, and nutrients for the forest soil when it falls and decomposes.) Remind the campers that, in the Bible story, God’s purpose for us is to act in ways that care for others (and you can expand this idea by asking whether we are also called by God to care for the other “friends” on the planet, such as the plants and animals.) In the same way, God created the diverse animals and plants in the forest in such a way that their lives would be a benefit for the other members of their forest community.MULTIPLE INTELLIGENCES: Naturalist, Logical/MathematicalMATERIALS: None

5. Invasive SpeciesIn many areas, plants from other ecosystems have intruded and taken over a niche previously

filled by a native plant. In West Virginia, Japanese Knotweed was planted to quickly cover mining activity because it grew fast. However, it grows so fast that native trees such as Eastern Chestnuts can’t grow into new trees. Find out from your director or a local naturalist if there are invasive species at your camp. Schedule some times (and provide some gloves) to remove invasive species from an area so the natural forest plants can regrow. This activity can illustrate the parable of the sheep and goats in Discovery 5. MULTIPLE INTELLIGENCES: NaturalistMATERIALS: Gloves and possibly cardboard or shears/whackers depending on the project

6. Track an AnimalMany animals share your camp with you. Most of them are awake at night or hide during the

day so you don’t see them. You can often identify them through their prints and their scat (droppings). As an illustration that God seeks for us, challenge your group to seek out the animals at camp. Using a nature book, identify some prints in your cabin area. Challenge your campers to find and identify the scat of the animal. As a real challenge, try to catch a glimpse of the animal. MULTIPLE INTELLIGENCES: Logical/Mathematical, Spatial, NaturalistMATERIALS: Animal book from nature center

7. Sleep “On the Roof”Well not really…but in Jesus’ time, it was not uncommon for families to sleep on their roofs on

hot nights, and maybe that is what the man was doing when he was awakened by his neighbor in the story in Discovery 2. Pick a clear night; get a tarp, your sleeping bags, and flashlights; and sleep in the meadow. Your campers may get to see bats, see more stars than they ever have before, and have a fantastic sleep out!MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Intrapersonal, NaturalistMATERIALS: Large tarp to sleep on, sleeping bags, flashlights

8. Nature’s WelcomeTake a hike in the woods and collect a variety of branches, leaves, cones, seeds, stones and

other natural items found on the ground. Be sure not to take anything that is living. Using glue and a large sheet of paper, create a welcome sign for your cabin group. All these natural elements were designed to help the whole forest community stay healthy and they will serve as a representation to your group that everyone contributes and has an important part to play in your camp group and in God’s kingdom.MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Naturalist, SpatialMATERIALS: Large sheet of paper, glue, natural (nonliving) items

9. Bat and Moth GameGod has given each of us unique gifts and talents to do God’s work in the world. A game of

“Bat and Moth” will help illustrate unique characteristics. Have the group form a tight circle with two volunteers in the middle. One volunteer will be blindfolded and be the bat. The other volunteer will be the moth. Bats “see” using echo location—sending out a sound wave, and calculating where it bounced back from to track its prey. In the game, the “bat” will say “BAT!” and when he/she does, the camper in the circle closest to the moth will shout back “MOTH!” The moth can move around and the bat can say “BAT!” as often as he/she wants. When the bat reaches out and touches the moth, the game ends. The bat can remove the blindfold, and other campers can now volunteer to be the bat or moth.MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Logical/Mathematical, Interpersonal

MATERIALS: Blindfold

10. Night HikeWhile taking a hike at night, explain that many animals are adapted to life in the dark. It helps

them hide from predators, among other benefits. Certain adaptations help. Large ears help gather sound—have campers cup their ears with their hands to experience amplified sound. Large eyes are adapted to see more contrast in shading, as light is needed to identify color. Take multiple colored strips of construction paper with you and have campers guess what color they are, briefly turn on a flashlight to see if they are right or wrong. Smell is also amplified in many night animals. Wet noses help heighten smell. Gather containers of natural smells (grass, flowers, soil) and an artificial smell, such as soap. Have the campers sniff them and try to guess what they are smelling. Before you tell them the answers, have them wet the top of their lip under their nose and sniff again and see if that helps. This activity will also highlight how such animals cannot just hear us tromping through the woods, but can also smell us “a mile away” because of our artificial odors.

Have a contest to see who can walk the quietest. If the group is very quiet and still, they will increase their likelihood of seeing night animals while on their hike. This activity illustrates seeking after the sheep or the coin and how hard that can be sometimes, just like it is hard to see in the dark. It can also illustrate how God has planted different traits and skills in different animals to help them be contributing members of their community.MULTIPLE INTELLIGENCES: Naturalist, Bodily/Kinesthetic, Spatial, Interpersonal MATERIALS: Strips of colored paper, flashlight, collection of natural and artificial scents

11. How Hot Is It?Did you know crickets can be used to accurately check the temperature? Have the campers

count the number of times a cricket chirps in 14 seconds. Then, have them add 40 to that number. They may be surprised to find out the total is within a few degrees of the actual air temperature! Strange but true, and this further illustrates that God plants different “seeds”—skills and talents—in everything to contribute to the community.MULTIPLE INTELLIGENCES: Logical/Mathematical, NaturalistMATERIALS: Chirping cricket

12. Make Some Noise!Have campers gather natural materials such as leaves, stones, logs, sticks, and twigs from

the ground to create instruments. Get creative and use these instruments to accompany the group in singing a camp song. Maybe perform this camp song for other campers at evening worship or another time.MULTIPLE INTELLIGENCES: Musical, NaturalistMATERIALS: Nonliving items campers find in nature

13. Natural Treasure HuntingGod has placed all that is needed to recreate life into each seed. No matter how small, the

seed of a plant has all it needs to make a new plant—with the help of some water, soil, and sun. Hike around camp and find a variety of seedpods. You might find acorns, maple samara (winged seeds), dandelion samara, Touch-Me-Not (Jewel Leaf seeds), pinecones, Tag-a-Longs, and others. Gather them back at camp and break off the outer coating to see how the seed inside looks and feels. How can it stay moist when the outside is so dry? How can something so inert grow into something so alive? Mysteries abound! This is an activity that not many campers have had the opportunity, or taken the time, to do.MULTIPLE INTELLIGENCES: NaturalistMATERIALS: Multiple seedpods

14. Grass OrchestraA great time to introduce this activity is at the end of a game time in the meadow while

waiting for your next activity. Have campers each grab a blade of grass at least as long as a thumb. Then have them each press the blades between the sides of their two thumbs with one end secured by the first knuckle and the other end squeezed between the “heels” of their thumbs. If they flex their thumbs together, you can make the grass taught or loose. Have them tighten the grass blade and blow slowly but steadily through the hole formed by their pressed-together thumbs. If they do it right, they will create a sound like a trumpet, or maybe like someone blowing their nose. They can change the pitch by changing how loose or taught the grass is. If you have time, see if the group can create a song, or accompany a song with their new grass instruments.MULTIPLE INTELLIGENCES: Musical, NaturalistMATERIALS: Blades of grass for each camper

15. The Making of Good SoilAll good topsoil started out as rocks and other materials. Even the lush meadow has pieces of

gravel, hard-packed soil found on paths, and even thorn bush! Take a scavenger hunt around camp to witness nature turning “bad soil” into good. Look for areas where water has carved away creek banks, moving the soil downstream to mix with other soil. Look for places were trees or grasses are growing in cracks in rocks, slowly breaking down the rock into smaller pieces to become elements of “good soil.” What other ways are rocks and other materials broken down to become “good soil”? Can you find examples around camp?MULTIPLE INTELLIGENCES: Naturalist, MATERIALS: None

16. Micro “Safari!”This is a great activity for a very hot day. Take campers to a clearing and tell they are going

on a safari. They are going to hike through the jungle of grass! Have them imagine they have been shrunk to the size of an ant for this exercise, adding to the fun. Have them place their pointer fingers together and their thumbs together forming a rough circle. Have them place their hands on the ground, and the plot of grass that falls in that space will be their area of the “grassland jungle” to hike. Give them five minutes to explore the area and to remember all they find. They will find a multitude of diversity that may include different varieties of grass and clover, insects, invertebrates, plant sprouts, dirt, seeds, and other items. Have the campers share what they find with each other, but encourage them to elaborate and exaggerate the names and descriptions of things. A “Multi-legged monstrosity with pincers dripping with venom!” might describe a centipede, for example. Some may want to see the phenomenal discoveries other campers described for themselves!MULTIPLE INTELLIGENCES: Naturalist, Spatial, Intrapersonal, LinguisticMATERIALS: Small patch of meadow grassland

17. Nature’s BountyWith an experienced naturalist, explore your camp for foods that grow naturally. Remember, our ancestors cultivated native plants to create our current supermarket-available produce. You might find grape vine growing with very small, sour grapes. Or you might pull up a “Queen Anne’s Lace” plant (a lacelike round cluster of flowers on long, leafy stalk) and break the root to smell something that is related to modern carrots! Wild raspberries, wineberries, mulberries, and blackberries are common at many camps, and are ripe during the summer. You may even find plants that are edible that we don’t normally eat, such as the common dandelion (the leaves add a bitter crunch to salad) and mountain sorrel (“Lemon Clover”). Please be sure to warn campers never to eat anything in nature they have not been shown by a trained naturalist, as there are many things in nature that will make a person ill. Remind them that God truly has provided us

with everything we need to survive and, often, we need to relearn the wonder of creation that is all around us.MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, NaturalistMATERIALS: Edible plants identified by trained naturalist, trained naturalist

18. A Face Full of Sun and a Belly Full of Laughter….A.K.A. “Ha! Ha!”This activity is for the sheer enjoyment of being out in the sun with a group of friends. Have

one person lie on his/her back on the grass. Have the next person lie on his/her back with his/her head on the stomach of the person before, and so on until all campers are lying together with their heads on each other’s stomachs. The first camper says “Ha!” The second says “Ha! Ha!” and so on. It won’t be long until those “Ha’s!” turn into uncontrollable laughter.MULTIPLE INTELLIGENCES: Bodily/Kinesthetic, Interpersonal, NaturalistMATERIALS: None

More Activities: Media Resources—Using Movies, TV, Songs, and

the Internet at CampSome Suggested Guidelines for Leaders

In using media resources at camp, keep in mind several important issues.

1.Licensing Issues Movies, television shows, and songs are governed by copyright laws. Even with nonprofit organizations such as your camp, a license to play is still required. Not charging a fee to play doesn’t matter. Check with your camp director to see if your camp provides a license to play movies, TV shows, or songs. Make sure that the camp’s license covers the media you want to use, as certain licensing packages cover only certain recording labels or movie/TV production companies. Look to CCLI and CVLI for information.

2.Suitable SettingNot all camp locations are suitable for using media such as recorded songs, movies, or accessing the Internet. After all, part of camping’s overall mission is reconnecting with God’s creation without the burden of electronic equipment. Make sure using media fits with your camp’s overall mission of camping. You may also not have the proper equipment to use certain forms of media. If you are a high adventure camp that basically does everything in a rustic setting, then using media may not work for you.

3.Age AppropriateUse media appropriate to your camper age group. When choosing a movie, TV show, Internet site, or song to use, check to see if it has a rating to it and use accordingly. If in doubt, go down in age. If you have a mixed age group, then choose the rating for the youngest person in the group.

4.Camp PolicyCheck your camp’s policy on using media and follow those guidelines. If your camp does not have a written policy, then check with your camp director for his/her direction. In the case of media resources, it is better to ask permission beforehand than to ask forgiveness afterward.

5.Other ConsiderationsMany media resources come with a price tag. Check with your camp director to see if your camp can afford either the rental or purchase of a media resource. Check with your local library to determine if your media resource is there, or with churches that support your camp who may have media resources. If your camp is associated with a regional denominational

office, check its resource center.

DISCOVERY 1The Secret Is: We Are God’s SoilScripture: Mark 4:1–9, 13–20Theme: GrowthMovies/TV: Watch the documentary The Sower, from Compass Cinemas. This film is based on the gospel of Matthew’s parallel to Mark’s parable of the sower. At the end of the documentary, it says, “Let [the one] with ears, hear.” Ask campers questions such as: “What can be learned from the farmer’s teachings on wheat growth in relation to living the Christian life?” This documentary is available from www.modernparables.com. Also check your local Christian bookstore or the resource center of your camp’s denominational headquarters.Music: Play the song “I Hope You Dance” by Leann Womack from the album of the same title. The character in the sing is challenging her child(ren) to try new things in life and not to be afraid. Ask campers questions such as: “What new things are you willing to try this week? What do you hope to learn this week?”

DISCOVERY 2The Secret Is: We Can Ask boldlyScripture: Luke 11:5–10Themes: Persistence/boldness in prayer; being a good neighborMovies/TV: Watch the pre-clip to the movie Ice Age of the squirrel’s persistent pursuit of the acorn. Ask questions such as: “In what ways was the squirrel persistent in his pursuit of the acorn? What does this teach us about persistence in prayer?”Music: Play the James Taylor song, “You’ve Got a Friend.” The song suggests that to be a friend is to be responsive to the call from those who need you. Ask questions such as: “What do you think it takes to be a friend to others? In what ways does the song provide an interpretation of the parable?”Internet: Research stories of young people who have helped others in need.

DISCOVERY 3The Secret Is: God Is GenerousScripture: Matthew 20:1–16Theme: God’s grace, generosityMovies/TV: Watch the movie Amazing Grace, starring Ioan Gruffudd. Following the movie, ask questions such as: “How was the generosity of God present in the life of William Wilberforce? In what ways can the grace of God work through secular/nonreligious institutions?”Music: Listen to the song “One Love” by Bob Marley. Reflect on Marley’s line in the song, “Is there a place for the hopeless sinner?” Ask questions such as: “How extensive is God’s grace or generosity? Is it for a few or for all?”Internet: Visit the Web sites of several Christian denominations to explore their understandings of what God’s grace means in their particular tradition. Especially try looking up the denomination of each of your campers if your group represents several different ones. Ask campers to share how each is different and how they are alike. Ask questions such as: “In what ways do the different views on God’s grace express how they live out their faith?

DISCOVERY 4The Secret Is: God Treasures UsScripture: Luke 15:1–10Theme: Seeking, Finding, and CelebratingMovies/TV: Watch the movie short Hidden Treasure from Compass Cinemas. Reflect with

campers on the theme of seeking. Ask questions such as: “What sacrifices in the movie did the real estate agent make for his treasure? In what ways, if any, did God make sacrifices in seeking out the lost of this world?” This short movie can be found at www.modernparables.com. Music: Play or sing the song “God’s Great Love Is So Amazing” by Carolyn Winfrey Gillette. Discuss with campers about seeking out the lost and ask questions such as: “In what ways can we participate with God in seeking out the lost?”Internet: Search the term “the lost boys of Sudan.” In your search you should discover about the young men from the country of Sudan who were displaced from their home country due to war and genocide. Discuss with campers how the “lost boys of Sudan” can be the lost treasure that God is looking for. Ask questions such as: “In what ways did God seek out the ‘lost boys of Sudan’? In what ways could they be understood as being ‘found’? How was celebration an element of their stories?”

DISCOVERY 5The Secret Is: Jesus Is in the “Least of These”Scripture: Matthew 25:31–40 (41–46) Themes: compassion; helping others in needMovie/TV: Watch the episode “Mayberry Goes Bankrupt” of the Andy Griffith Show. This episode is Episode #4 of Season 2 (original airdate: October 23, 1961). In one scene, Opie questions his father about why they couldn’t help Mr. Myers, who Andy had to evict. Discuss what it means to help others, and who we should help. Ask questions such as: “What are the different occasions that prompt us to help others? In what ways can we help others? This particular scene can also be found on youtube.com by searching, “Andy Griffith helping others.”Music: Listen to the song “Hands and Feet” by the group Audio Adrenaline. Reflect with your group about what it means to be the hands and feet of God. Ask questions such as: “In what ways do you see others in the world being the hands and feet of God? How can you be the hands and feet of God?”Internet: Search for charities that provide help to those in need. Compare how each of these charities defines “those in need” by asking questions such as: “What is the population that a particular organization serves? What are the services the organizations provide?

Discovery 6The Secret Is: God Plants Us in the WorldScripture: Matthew 13:31–35Themes: Discipleship; Taking actionMovie/TV: Watch the movie Saving Grace starring Tom Conti. The new Pope gets locked out of the Vatican and travels to a remote village to help them in their time of need. Discuss with your group what it means to help others. Ask questions such as: “What does a powerful man such as the Pope learn about helping others? What does his help look like? What can this character teach us about helping others?”Music: Listen to the song “World” by Five For Fighting. Invite your group to consider the question of the song: “What kind of world do you want?” Ask questions such as: “What kind of world do we think God wants? What are the things we can do to create that world?”Internet: With your group, visit the following sites to learn how you can make a difference in the world:www.oneworldbeat.org—Web site that promotes changing the world through song.www.pcusa.org/ministries/pda—Web page for Presbyterians for Disaster Assistancewww.umc.org/umcor —Web page for the United Methodist Committee on Reliefwww.brethren.org—Web site for the Church of the Brethrenwww.ucc.org—Web site for the United Church of Christwww.msainfo.org—Web site for the Mustard Seed Associates, a network devoted to changing the

world one small act at a time

www.youthnoise.com —Web site that challenges youth to be active in the worldwww.worldvision.org—Web site for international aid organizationwww.heifer.org—Web site for organization that provides farm animals to those in poverty and

living as subsistence farmersAsk your group to suggest other Web sites that can inform them about making a difference in

the world. Challenge your group to engage in the good deeds as offered through each organization’s Web site. Invite them to challenge their families and/or churches to do the same.

WELCOME to “Secrets of the Kingdom” DVD-ROMThis DVD-ROM contains all the material for the“Secrets of the Kingdom” curriculum, a training video, and digital art files for your camp promotion and giveaways. This gives you tremendous flexibility in opening, searching, and editing materials. The DVD-ROM includes complete PDF and Word files for individual age groups. Each age-level file has the Daily Discoveries for that age group plus the general information—Biblical and Theological Reflections, Resource List, Training Plans, and More Activities.The DVD-ROM contains three folders:1. Training Video2. Art

Files of the logos and graphics, which can be used for T-shirts, newsletters, brochures, etc. The art files come in a variety of formats, some intended to be used only in graphic software applications.

3. Curriculum • PDF format, containing all the pages, both text and graphics. You cannot edit these, but

you can download them through Acrobat and print them.NOTE: Adobe Acrobat Reader is free software that lets you view and print PDF files. You will receive the most recent version of Acrobat Reader that is available for your language and platform by visiting http://www.adobe.com/products/acrobat/readstep2.html

• Word format, containing all the text in Microsoft Word. If your computer can read Word files, you can download the curriculum and edit it.

• Camper Pages folder, containing four PDF files, one for each of the age groups. Each file has the six camper pages for that age group.

Purchasers of the curriculum are licensed to reproduce all materials on the DVD-ROM to use for their own camping program. Giving or selling copies of the DVD-ROM to other campsites or camping programs is a violation of copyright laws.Please visit http://www.surveymonkey.com/s/newearthresource2012 to send an evaluation of the curriculum. If you have questions about the DVD-ROM, contact: Jenny Youngman, Project Managerinfo@chalicepress.com

Tell Us What You Think…Each year the Committee on Outdoor Ministries of the National Council of Churches convenes to dream and create a theme and outline for upcoming editions of New Earth Resources for the Outdoors. Their starting point is answering the question, how can this curriculum serve camps most effectively? To answer that question, we want to hear from you. Please complete the following survey and email or snail mail it to the address below.

1. What role does curriculum play in your camp experience?

2. How much or little is the theme expressed at camp?

3. Describe your experience with New Earth curriculum.

4. What changes or updates would you like to see in the New Earth curriculum?

5. How can New Earth resources serve your camp most effectively?

_______________________________Your name

_______________________________Your e-mail address

May we contact you for research or testing new materials? ____ yes _____ no

• Please return to Jenny Youngman, project manager for New Earth Resources for the Outdoors in addition to any other comments or questions; info@chalicepress.com. Or, mail it to Jenny Youngman1221 Locust Street, Suite 670, St. Louis, MO 63103

Coming in 2013…the New, New Earth Resources for the Outdoors.

Beginning in 2013, New Earth Resources for the Outdoors will implement a four-year cycle of themes—

Year 1: God the CreatorYear 2: Jesus the Christ Year 3: The Holy Spirit within Us Year 4: The Church in the World

Here’s a Sneak Peek at 2013All Things New:

Look What God Is DoingGod is always moving, renewing, recreating, and doing a new thing. If we open our eyes to see the new things God is doing and are willing join in with God, we get the awesome privilege of creating good and new things with God. Help your campers have eyes to see God creating new things all around them and have the courage and creativity to join in God’s creative work.

Campers Will Explore:• A New Thing—what might God be doing in them during their week at camp?• A New Creation—how is God renewing creation around them?• A New Shape—how might God shape and mold them as they surrender to God’s work, as

clay for a potter?• A New Creativity—what creative work did God plant in them and call them to share with the

world?• A New Understanding—how does choosing to love God change their perspective and plans

in life?• A New Life—what is the fruit of God’s continuing work in campers? How are they being

changed?• A New Community—how can campers live creatively in their communities remembering that

God isn’t finished with them?