Come, Follow Me—For Primary: New Testament 2023 “John 2–4” When we are baptized, which Jesus called being “born of water,” we receive a remission of our sins and can “enter into the kingdom of God” (John 3:5). How can you help the children you teach understand what being born again means?
Make word strips showing the Savior’s words in John 3:3, and let the children put them in the correct order. How is being baptized and confirmed like being born again?
What does it mean to be born again?
Elder David A. Bednar of the Quorum of the Twelve Apostles taught: “We begin the process of being born again through exercising faith in Christ, repenting of our sins, and being baptized by immersion for the remission of sins by one having priesthood authority. …
President Ezra Taft Benson taught: “In addition to the physical ordinance of baptism and the laying on of hands, one must be spiritually born again to gain exaltation and eternal life” (“Born of God,” Ensign, July 1989, 2–4). Therefore, being born again requires more than simply being baptized and confirmed. In order to be born again one needs to live in such a manner that the Holy Ghost changes the heart.
Elder David A. Bednar taught: “Conversion … is mighty, not minor—a spiritual rebirth and fundamental change of what we feel and desire, what we think and do, and what we are. As we choose to follow the Master, we choose to be changed—to be spiritually reborn” (“Ye Must Be Born Again,” Ensign or Liahona, May 2007, 20).in order to realize the intended blessings of this born-again status, we must still keep our covenants and endure to the end” (“Have You Been Saved?,” Ensign, May 1998, 56).
Come, Follow Me—For Individuals and Families: New Testament 2023 “John 2-4” Talk with your family about the miracle of pregnancy and birth—the process of creating a living, intelligent being. Jesus taught that we must be reborn before entering the kingdom of God. Why is rebirth a good metaphor for the change required of us before we can enter the kingdom of God? How can we experience the process of spiritual rebirth? (It takes time for an living intelligent being to grow in the womb and be born. Being born again is also a process and doesn’t happen instantly. )
“Total immersion in and saturation with the Savior’s gospel are essential steps in the process of being born again” (“Ye Must Be Born Again,” Ensign or Liahona, May 2007, 21).
Display a picture of a newborn baby and of someone getting baptized and confirmed (see Gospel Art Book, nos. 104–5). How are we like a newborn baby after we are baptized and confirmed? (see John 3:3–5).
Invite the children to share memories of their baptisms. Read Mosiah 18:8–10 and Doctrine and Covenants 20:37 to review the baptismal covenant. Teach the children that taking the sacrament thoughtfully every week is a way to continue the process of being born again.
John 3:7–8. Why did Jesus compare being “born again” to the wind?
New Testament Seminary Teacher Manual “John In response to Nicodemus’s confusion about being born again, the Savior compared being born of the Spirit to the wind. (The Greek word for spirit is pneuma, which may also be translated as breath or wind.) Just as the wind is difficult to see, so it is difficult to see the process of being born again. We can see the effects of the wind but struggle to know when it starts and when it ends as well as where it comes from. A similar conclusion can be drawn about the process of being born again. It is difficult to see exactly when it starts or when it ends, but its effects are very visible as actions and desires change.
Friend February 2021 “Feeling Christ’s Love” When Elder Takashi Wada Of the Seventy was young he read the Bible in school and wanted to know more about Jesus. Then he met the missionaries and they gave him a Book of Mormon and her learned more about Jesus. He wanted to be baptized and follow Jesus.
Several years ago, my son Jack and I had the opportunity to play the Old Course at St. Andrews in Scotland, where the game of golf began. It was simply amazing! Upon my return I tried to convey to others the magnitude of the experience. But I couldn’t. Photos, videos, and my best descriptions were totally inadequate. I finally realized the only way for someone to know the grandeur of St. Andrews is to experience it—to see the vast fairways, breathe the air, feel the wind in their face, and hit a few errant shots into the cavernous bunkers and burly gorse bushes, which we did with great efficiency.
So it is with the word of God. We can teach it, we can preach it, we can explain it. We can talk about it, we can describe it, we can even testify of it. But until a person feels the sacred word of God distill upon his or her soul like the dews from heaven through the power of the Spirit,8 it will be like looking at a postcard or someone else’s vacation photos. You have to go there yourself. Conversion is a personal journey—a journey of gathering.
Ezra Booth was converted to the Church after seeing Joseph Smith heal Elsa Johnson’s arm (which she hadn’t been able to use for two years). But Ezra later lost his faith, and he became critical of the Prophet. Doctrine and Covenants 63 contains warnings against trying to build our faith on signs, such as miraculous healings, rather than on spiritual confirmation of truth. (Come, Follow Me—For Primary: Doctrine and Covenants 2021 “Doctrine and Covenants 63”)
Invite the children to draw a house sitting on top of a rectangle and another house sitting on the point of a triangle. Tell the children that the houses represent our faith and testimonies. Ask them to read Doctrine and Covenants 63:9–10 and Helaman 5:12. Then have them write in the rectangle what we should build our faith on and in the triangle what we should not build our faith on. Point out that the rectangle provides a solid place to build but the triangle is not safe and secure. Why is it important to build our faith on Jesus Christ rather than on other things? (Come, Follow Me—For Primary: Doctrine and Covenants 2021 “Doctrine and Covenants 63”)
Explain that a miracle is something God does to show His power and bless our lives (see Bible Dictionary, “Miracles”)You might also consider why some people receive signs “for the good of men unto [God’s] glory” (verse 12) and others receive them “unto … condemnation” (verse 11). Maybe your family members could talk about miracles that have strengthened their faith, including experiences from your family or your family history. How did they exercise the faith needed to receive these miracles? What does Doctrine and Covenants 63:7–12 teach about the relationship between faith and miracles? (Come, Follow Me—For Individuals and Families: Doctrine and Covenants 2021 “Doctrine and Covenants 60–62”)
The people felt different and new inside because they had faith in Jesus. Now they wanted to do good things all the time. They made a promise to follow God’s commandments for the rest of their lives. Because they believed in Jesus and made this promise, they were called Jesus’s people. Mosiah 5:2–9, 15; 6:1–2
Come Follow Me Kid “Mosiah 4-6” A Mighty Change – What does the word “change” mean? Share examples of things that change (caterpillars change to butterflies, dough changes to cookies when you bake it, etc.). Can WE change? Mosiah 5:2 says that the Spirit of the Lord caused a “mighty change” in the hearts of people.
After King Benjamin taught his people about the Atonement of Jesus Christ, they experienced “a mighty change” in their hearts, so that they had “no more disposition to do evil, but to do good continually” (Mosiah 5:2).
Cut out six paper hearts and write the letters C-H-A-N-G-E, one letter on each heart. Turn the hearts upside down on the table and scramble them.
Choose a family member to flip the papers over and unscramble the word. Discuss how King Benjamin’s people experienced a change in their hearts.
Each family member now chooses a letter from the table and thinks of a word or phrase that suggests a mighty change of heart. (Example: C = charity, or choose the right; H = happiness; and so on.)
Discussion: What caused the people to experience “a mighty change” in their hearts? What blessings can we receive when we turn our hearts to God?
Friend February 2001 “Latter-day Prophets Wheel” Fasten the two circles together with a metal fastener through the center dots. Find the picture of Joseph Smith; in the window below his picture you can read an interesting fact about him. Continue turning the top circle to the right to see the men in the order that they served as Presidents of The Church of Jesus Christ of Latter-day Saints and to read something that that prophet is remembered for. You might want to use the wheel to help you sing “Latter-day Prophets”* in a family home evening.
Friend January 2001 “Funstuf: Latter-day Prophets” All of the latter-day prophets are listed below, but it is difficult to read them. To unscramble the letters in each group, start at the IN arrow and connect the letters to spell a prophet’s name ending at the OUT arrow. Some letters will not be used. The first one has been done as an example for you.
Prophet Dot-to-Dot Activity Idea: Make several cards with information about the prophet on each one. Label the back of each card with a section of numbers from the dot-to-dot such as 1-5 or 15-20. Put the cards, numbers face up, on a table. A child picks one of the cards, reads the clue, and gets to draw those lines on the picture and try to guess who the prophet it is. They write their guess down and their name on the first slot of a numbered card. Continue in this manner until all the clues are read and the lines on the picture are drawn. Reveal the name of the prophet, and then read the card with the guesses to see who got the correct answer first. (Note: You may need to display a picture that contains all the prophets and their names to help the children have a reference to make their guesses from.)
Watch the video “President Nelson: Prophet of God” from time code 0:00 to 5:41. How do you see President Nelson ministering to others in the same way Jesus Christ did?
Friend January 2021 “I Love You” President Nelson met with some Primary children in a log house in Palmyra, New York and shared the following messages: The Lord loves effort; Commandments are a recipe for happiness; Repentance is a joyous opportunity. (See the article for more info.)
Friend June 2019 “Grateful for Parents” President Nelson’s parents didn’t attend church when he was young, and he wanted them to. When he learned about the Word of Wisdom he broke every bottle of liquor in the house. The thing he wanted for Christmas every year was to be sealed to his parents.
Friend August 2018 “President Nelson Loves Children” President Nelson meets Primary children as he travels all over the world. (Link includes photos.)
Friend January 2019 “Show and Tell” Senior Primary children in Greater Manchester, England, wrote their own verse about President Russell M. Nelson for the song “Follow the Prophet.”
Russell is a prophet, Baptised at sixteen, His parents were less active; He was very keen. He became a doctor, Doctor of the heart. Building many temples, He has made a start.
Friend March 2021 “Trust in the Prophet” When Elder Homer was young, he wanted to be very reverent when passing the sacrament. Russel M. Nelson was in his ward and noticed his reverence and complimented him on it. That meant a lot to Elder Homer. (Make a mobile of quotes by President Russel M. Nelson.)
Friend May 2019 Bookmark with a testimony by President Nelson
Book of Mormon Seminary Student Manual (2024)Chapter 3 of 2 Nephi records Lehi’s dying words to his youngest son, Joseph. Lehi quoted a prophecy [from the brass plates] made by Joseph of Egypt roughly 1,700 years before the birth of Christ. Imagine Joseph Smith’s surprise when he discovered that he was the subject of much of the prophecy made by Joseph of Egypt. (see also Joseph Smith Translation, Genesis 50:24–38 (Note that “fruit of thy loins” refers to children or posterity.)
Invite the children to search 2 Nephi 3:6–24 for clues about which prophet is being spoken of. List the clues on the board. Why is Joseph Smith called a “choice seer”? What did Joseph Smith do that is “of great worth to [his brethren]”? (verse 7).
Book of Mormon Seminary Student Manual (2024) It was decreed in the counsels of eternity, long before the foundations of the earth were laid, that he, Joseph Smith, should be the man, in the last dispensation of this world, to bring forth the word of God to the people, and receive the fulness of the keys and power of the Priesthood of the Son of God.(Teachings of Presidents of the Church: Brigham Young [1997], 96, 343)
Consider how you can teach your children about the great work that God accomplished through Joseph Smith. To begin, you could help your children find the word “seer” in 2 Nephi 3:6 and explain that prophets are called seers because Heavenly Father helps them see things we can’t see. Share why you are grateful to have a seer leading the Church.
To help family members understand what a seer is, perhaps you could show them pictures of tools that help us see things we couldn’t otherwise see, such as binoculars, a telescope, or a microscope. How are these tools like a seer? (see Moses 6:35–36). What can seers see that we do not? What evidence do we have that Joseph Smith was a seer?
The Gospel Art Book has several pictures you could use to teach about the work God did through Joseph Smith (see pictures 89–95). Let your children share what they know about the pictures. Why is Joseph Smith called a “choice seer”? What did Joseph Smith do that is “of great worth”? (verse 7).
Liahona February 2020 “Meet the Four Josephs” Lehi tells his son Joseph about some of the prophecies that Joseph of Egypt made about Joseph Smith, who was named after his father, Joseph. The article includes the following: What Did Joseph of Egypt Say about Joseph Smith? How Was Joseph Smith Like Joseph of Egypt? How Did Lehi Know about Joseph of Egypt?
Prophets long ago knew that a man named Joseph would translate the scriptures (see 2 Nephi 3:7, 15). They wrote about him on the gold plates. Can you imagine how Joseph Smith felt when he translated those words?
Make your own metal plates! Wrap heavy aluminum foil around a piece of cardboard and tape it in place. Use a matchstick and press gently to write on your “plates.”
Friend December 2018 “Digging into History” Children help archaeologists dig for clues for what life was like for Joseph Smith when he was young living in Vermont with his family. They find stone fences and some artifacts. The article includes photos.
Friend April 2020 “Hello from the Sacred Grove” Photos of the sacred grove and the recreated home of the Smith family. Also tells the story about Joseph.
Friend July 1988 “Calendar Cutouts” Read one scripture each day. Match the highlighted scriptures to the correct picture. Ezekiel 37:15-20, 2 Nephi 3:12; 29:8, Psalm 85:11& Mormon 8:16, Moses 7:62 & Isaiah 29:4, 2 Nephi 26:14-17, Ether1:1 & 2:11, Enos 1:15-16, Mormon 5:12-14, Revelation 14:6, 1 Nephi 1:1 & 9:5, Omni 1:8-9, Introduction to Helaman, 3 Nephi 23:4-5, 3 Nephi 23:6-14, Words of Mormon 1:1-2,Mormon 8:1 & Moroni 10:1-2, Joseph Smith History 1:30-35, D&C 27:5 & 128:20, Joseph Smith History 1:44-47, Joseph Smith History 1:48-50, Joseph Smith History 1:51-52, Joseph Smith History 1:53-54, Joseph Smith History 1:59, Joseph Smith History 1:62, Joseph Smith History 1:67 & D&C 3:preface, D&C 25:1&5-6, Isaiah 29:11, JosephSmith History 1:61 & 63-65, 2 Corinthians13:1 & D&C5:4 &11&13, D&C 19:preface & 26 & 34-35, Joseph Smith History 1:60
What does translate mean? Translate means to change from one language to another.
Show the paper with the words “Le Livre De Mormon” written on it. Tell the children that the words are French. The English version of these words is “The Book of Mormon”. Show this paper. Both sets of words mean the same thing, but they are different languages.
The gold plates were written in an ancient language that needed to be translated into a language others could read.
Show the children an image of characters from the golden plates. Explain that God helped Joseph translate these characters into words we can read and understand.
Friend January 2024 “Come, Follow Me Activities: Plain and Precious Plates” The Lord told Nephi to make another set of plates for a special and wise purpose (see 1 Nephi 9). Make your own set of plates out of folded paper or pieces of cardboard. (You can even wrap your paper or cardboard with aluminum foil!) Write or draw what you learn from the Book of Mormon on your plates.
What the Lord accomplished through the Prophet Joseph Smith
Show the children pictures that represent important things Joseph Smith did or taught (see, for example, Gospel Art Book, nos. 89–95, 97, 98, 117, 118). Help the children think of blessings we have because of Joseph Smith. For example, how has his work helped us come closer to Jesus Christ?
Display items that represent some of the Lord’s marvelous works during the latter days, such as a picture of the First Vision or of Joseph Smith receiving the priesthood (see Gospel Art Book, nos. 90, 93, 94) or a copy of the Book of Mormon. Invite the children to choose an item and share why it is marvelous to them.
Liahona February 2020 “Meet the Four Josephs” Lehi tells his son Joseph about some of the prophecies that Joseph of Egypt made about Joseph Smith, who was named after his father, Joseph. The article includes the following: What Did Joseph of Egypt Say about Joseph Smith? How Was Joseph Smith Like Joseph of Egypt? How Did Lehi Know about Joseph of Egypt?
Joseph of Egypt Prophesied about Joseph Smith
Joseph Smith Translation, Genesis 50:27–33 (in the Bible appendix)Joseph in Egypt prophesies of Moses freeing Israel from Egyptian bondage; of a branch of Joseph’s descendants being led to a faraway land, where they will be remembered in the covenants of the Lord; of God calling a latter-day prophet named Joseph to join the records of Judah and of Joseph; and of Aaron serving as a spokesman for Moses.
Come, Follow Me—For Primary: Old Testament 2022 “Genesis 42–50” Thousands of years in advance, Joseph of Egypt saw that the Lord would call Joseph Smith to do a great work in the latter days. Teach the children how the Lord has blessed us through the Prophet Joseph Smith.
Give the children descriptive clues about Joseph Smith, and invite them to guess who you are describing. Include clues from Joseph Smith Translation, Genesis 50:27–33 (in the Bible appendix), such as “he taught us about covenants” (see verse 28), “he gave us the word of the Lord” (see verse 30), and “he was named after his father” (see verse 33). After the children guess correctly, invite them to find these clues in the verses. What else do we learn about Joseph Smith from the prophecy of Joseph in Egypt?
The sons of God marry the daughters of men—Men turn to wickedness, the earth is filled with violence, and all flesh is corrupted—The Flood is promised—God establishes His covenant with Noah, who builds an ark to save his family and various living things.
The Flood ceases—Noah sends forth a dove, which returns with an olive leaf—He releases all living things from the ark—He offers sacrifices—Seedtime, harvest, and seasons are ensured.
Methuselah prophesies—Noah and his sons preach the gospel—Great wickedness prevails—The call to repentance is unheeded—God decrees the destruction of all flesh by the Flood.
Children are growing up in a wicked world, similar in some ways to the world during Noah’s time. Noah’s experience can give them confidence that they can find spiritual safety as they follow the prophet.
In your own words, tell the story of Noah and the ark (see “Noah and His Family” in Old Testament Stories; see also “Follow the Prophet,” Children’s Songbook, 110–11, verse 3). Help the children act out parts of the story—for example, by pretending to use a tool to build the ark or walking like animals entering the ark.
Read to the children Moses 8:19–20, emphasizing what the Lord commanded Noah to do. Help the children understand that Noah was a prophet and that his family was saved from the Flood because they followed him. Ask the children if they know who our prophet is today. Show a picture of him, and help the children repeat his name.
Bring to class pictures or objects that represent teachings of the current prophet, such as the scriptures or a picture of a temple. Let the children take turns selecting an item and telling what they know about it. Explain to them what the item represents. Encourage them to draw a picture of themselves obeying what the prophet has taught. Bear your testimony about the blessings of following the prophet.
Help the children choose verses from Genesis 6:14–22; 7–8that they could depict in a drawing. Use their drawings to teach them the story of Noah. Ask the children to share what they learn from the story.
Show a picture of Noah (see Gospel Art Book, nos. 7–8) and the current prophet. Help the children search Moses 8:16, 19–20, 23–24 to find things Noah taught that our Church leaders still teach today. How are we blessed when we obey these teachings?
Share something that the current prophet has recently taught. Ask the children to write something the prophet has taught on strips of paper, and help them arrange the strips into the shape of an ark. How are these teachings like the ark that Noah built?
When Jesus Christ taught how we should watch for His Second Coming, He said, “As it was in the days of Noah, so it shall be also at the coming of the Son of Man” (Joseph Smith—Matthew 1:41). In addition, phrases that describe Noah’s day, like “corrupt” and “filled with violence,” could just as easily be describing our time (Genesis 6:12–13; Moses 8:28).
Noah was one of God’s great prophets. He was ordained and sent forth to preach the gospel of Jesus Christ, he walked and talked with God, and he was chosen to reestablish God’s children on the earth after the Flood
As you read about Noah’s day, you might notice similarities to our day. For example:
What are prophets teaching today about the gospel of Jesus Christ that could keep you safe in today’s world? As you read about Noah’s experiences, what inspires you to follow the Lord’s prophets today?
How might you use the story of Noah’s ark to teach your family how following the prophet can keep us spiritually safe? Maybe your family could work together to build a simple toy boat out of paper or blocks. As you read Genesis 6–7, you could compare the safety provided by the boat to the safety we find in following the prophet. You may want to discuss recent counsel from the prophet and write his words of counsel on your boat. What else has God given us that might be compared to the ark that saved Noah’s family? (Atonement, scriptures, church, Holy Ghost, etc.)
What does it mean for the Lord’s Spirit to “strive” with us? (see 1 Nephi 7:14; Doctrine and Covenants 1:33). When have we experienced the Spirit striving with us?
Liahona February 2022 “Noah’s Ark” For 120 years, Noah repeatedly “called upon the children of men that they should repent; but they hearkened not. … Despite “the longsuffering of God … in the days of Noah, … [only] eight souls were saved” (1 Peter 3:20).
Lesson 8: Noah and the Flood,” Primary 6: Old Testament(1996), 31–33 Purpose: To strengthen each child’s desire to listen to and follow the counsel of the living prophet.
Friend May 1986 Read the story of Noah’s Ark, and fill in the missing words. Place the words in the ark, noting that the last letter of each filled-in word is the first letter of the next one.
Noah and his sons are commanded to multiply and fill the earth—They are given dominion over all forms of life—The death penalty is decreed for murder—God will not again destroy the earth by a flood—Canaan is cursed; Shem and Japheth are blessed.
It is important for children to know that God keeps His promises, especially as they prepare to make covenants with Him when they are baptized.
Invite the children to draw pictures of rainbows. Read to them Genesis 9:15–16, and ask them to listen for the word remember. Invite them to hold up their rainbows when they hear the word. Explain that rainbows are reminders of the promises God has made to us.
Talk with the children about some of God’s promises—for example, that we can return to Heavenly Father if we follow Jesus Christ or that God will send the Holy Ghost to comfort us. Bear your testimony that God always keeps His promises.
Use pictures to tell the children about covenants we make with God, such as pictures of a child being baptized, the sacrament, and a temple (see Gospel Art Book, nos. 104, 108, 120).
When we are baptized, we make covenants with God to obey His commandments. In Genesis 9:15–17, the rainbow is identified as a reminder of God’s covenant. These verses can inspire the children to seek ways to remember their covenants with God.
Show the children something you have that reminds you of something important in your life, such as a wedding ring, a picture, or a journal. Let the children share their own examples. Read together Genesis 9:15–17 (see also Joseph Smith Translation, Genesis 9:21–25 [in the Bible appendix]). What does Heavenly Father want us to think about when we see a rainbow?
Remind the children of the covenants they made when they were baptized and that they renew each time they take the sacrament (see Mosiah 18:8–10; Doctrine and Covenants 20:77, 79). Let the children draw or create something to remind them of their covenants.
Young children might enjoy drawing or coloring a rainbow while you talk about what it represents (see also Joseph Smith Translation, Genesis 9:21–25 [in the Bible appendix]). You might also discuss things that help us remember our covenants, such as the sacrament, which helps us remember our baptismal covenant to follow Jesus Christ (see Doctrine and Covenants 20:75–79).
Tokens or symbols help us remember our covenants with the Lord.
Gospel covenants can be represented by a sign, symbol, or “token” (Genesis 9:12). For example, think about how the bread and water of the sacrament or the waters of baptism bring to mind sacred truths related to your covenants. According to Genesis 9:8–17, what can a rainbow bring to your mind? What does Joseph Smith Translation, Genesis 9:21–25 (in the Bible appendix) add to your understanding? Why does the Lord want you to remember Him and the covenants you have made?
Story: God told the prophet Noah to build a large boat called an ark. When there was a big flood, Noah, his family, and the animals stayed in the ark while it floated on the water, and they were safe. Today, we can stay safe by following the prophet.
Song: Verse three of “Follow the Prophet” (Children’s Songbook, 110–11)
Activity: Fill a bowl with water. Take turns putting leaves, rocks, and other waterproof items in the water. Do they float or sink? Whenever something floats, say something you can do to follow tfrihe prophet.
“Keeping My Promise” (August 1998 Liahona and Friend) Includes activity to look up scriptures about the signs of a covenant and then draw a line to the picture that represents the scripture. Then color the pictures.
The descendants of Noah are Japheth, whose descendants are Gentiles; Ham, whose descendants include the Canaanites; and Shem, of whom came Peleg (in whose days the earth was divided).
All men speak the same language—They build the Tower of Babel—The Lord confounds their language and scatters them over all the earth—The generations of Shem include Abram, whose wife is Sarai—Abram leaves Ur and settles in Haran.
The people of Babel thought they could reach heaven by building a tower rather than by living the gospel of Jesus Christ. How can you help the children understand that following the Savior is the only way back to our Heavenly Father?
Tell the story of the Tower of Babel in your own words, or read the story found in “The Tower of Babel” (in Old Testament Stories). Encourage the children to help you by sharing what they know about the story.
Let the children build a tower out of blocks or other objects. Then show the children a picture of the Savior, and ask them which is the way to return to Heavenly Father—building a tower or following Jesus Christ? Invite the children to tell about things they can do to follow the Savior.
While people today might not try to build towers in order to reach heaven, many try to find peace and happiness by following paths other than the one Jesus Christ has established. How might you use the story of the Tower of Babel to teach this principle?
Ask the children to share what they know about the story of the Tower of Babel (see Genesis 11:1–9). According to Helaman 6:28, why did the people of Babel build the tower? Why was building this tower the wrong way to reach heaven? What advice would we give to the people of Babel?
Invite the children to search 2 Nephi 31:20–21 and Helaman 3:28 to find the right way to reach heaven. Bear your testimony of the Savior Jesus Christ.
The prophet Mormon… wrote that it was Satan “who put it into the hearts of the people to build a tower sufficiently high that they might get to heaven” (Helaman 6:28; What warnings does the story of the Tower of Babel have for you?
It might be helpful to read Ether 1:33–43 as your family studies Genesis 11 and learns about the Tower of Babel. What do we learn from the families of Jared and his brother that can help our family find spiritual safety despite the wickedness in the world? What additional lessons do we learn from Noah and his family as they faced a similar challenge? (see Moses 8:13, 16–30).
“On the Right Path” (February 2000 Liahona and January 2000 Friend) Tells about how we can stay on the path to the celestial kingdom. Includes an activity.
2017 Outline for Sharing Time Identify the doctrine (playing a matching game): Draw a simple ark on the chalkboard. Prepare several sets of two identical animal pictures. Give one picture to each child. Ask the children to stand and make the sound that the animal in their picture makes and to listen for someone else who is making a similar sound. When the children with matching pictures find each other, have them stand together until all the animals have been paired. Ask the children to come as pairs and put their animals on the ark drawing. Ask the children, “Which prophet did the Lord ask to gather the animals into the ark?” Point out that it was probably a difficult task to gather so many animals into the ark, but Noah chose to obey the Lord’s command.
“Mixed-up Animals” (September 2005 Friend) Connect pictures of the animals in the ark to a scripture reference that mentions that animal.
“Noah and the Ark” (February 2006 Friend) Instructions for using hand actions to tell the story of Noah.
“Noah and the Ark” (June 1994 Friend) Match the animal shapes to find the letters to solve this coded message.
“Noah’s Ark” (May 1997 Friend) Fingerplay actions to use while telling the story of Noah and the ark.
“Noah’s Ark Maze” (May 2005 Friend) Help the mouse find the door to the ark before the rains come.
“Noah’s Ark Riddle” (March 1990 Friend) A word search based on the story of Noah and the ark.
“Noah Warns the People” (January 2011 Friend) Finish a puzzle of Noah warning the people and then find hidden objects in the picture.
“Old Testament Scripture Challenge” (January 2014 Liahonaand Friend) A coloring page of Noah that you color in by number as you read the Old Testament.
Liahona February 2022 “Flood Warning” How can you help…[your children or grandchildren] avoid the obscenity, violence, and pornography in today’s media?
The Lord gave Noah specific instructions to prepare him and his family for the coming flood. “And Noah did according unto all that the Lord commanded him” (Genesis 7:5). Even though there was no evidence of rain, Noah listened and gathered the animals into the ark.
Briefly tell the story of Noah and the ark (see Genesis 6-8). Discuss how Noah was commanded to help animals enter the ark (see Genesis 6:20; 7:14).
Name different kinds of animals that Noah might have brought on the ark.
Then play a game of 20 questions with your family. Have one person think of an animal that was on the ark. Everyone else takes turns asking yes or no questions to try and guess the animal.
Continue asking questions until someone guesses the animal correctly or until 20 questions have been asked.
Repeat the game until everyone has had a turn thinking of an animal.
Discussion: What are some ways Noah acted in faith? What are some things the Lord has asked us to do? How will we be blessed as families by following the teachings of Jesus Christ?
These verses describe characteristics of the people of Zion. How can you help the children begin to develop these characteristics?
Help the children think of actions related to the phrase “one heart and one mind” (Moses 7:18). Explain that this phrase means that the people of Enoch loved and were kind to each other. Invite them to use this week’s activity page to draw a way they can show love.
Story: Enoch and his people built a city called Zion. The people in Zion were righteous and “were of one heart and one mind” (Moses 7:18). That means they loved and cared for each other. They didn’t fight or hurt each other.
Song: “Love at Home” (Hymns, no. 294)
Activity: Read Moses 7:19–21. Then build a city with blocks, stones, or sticks. As you build, talk about how you can make your family more like Zion. You can send pictures of your finished city to the Friend!
Sing a song about loving one another, such as “Love at Home” (Hymns, no. 294). Bring pictures that illustrate key phrases in the song to help the children learn the words. Ask the children to share ways they can show love to each other in Primary and in their homes. Then let them act out their ideas.
To help family members visualize what it means to be “of one heart,” maybe you could make a paper heart and cut it into puzzle pieces, enough for each family member to have one piece. Family members could write their name on their piece and then work with each other to put the heart together. While completing the puzzle you might talk about things you love about each family member.
As you read about Zion, reflect on examples of unity that you have seen. How can you help the children learn to become unified like Enoch’s people were?
Ask the children to look for words that describe Enoch’s people, also known as Zion, as they read Moses 7:18. Write these words as headings at the top of the board, and invite the children to write, under each heading, things they can do to be more like Enoch’s people. After they share, ask the children how they can make their homes more like Zion. They might find some ideas in 4 Nephi 1:15–18.
Ask the children to count how many times the word “Zion” appears in Moses 7:18–21, 62–63, 68–69. Each time the word appears, help the children identify what the verse says about Zion (see also Guide to the Scriptures, “Zion,” scriptures.ChurchofJesusChrist.org). How can we be more like the people described in these verses?
Use this week’s activity page to help the children think about ways they can be “of one heart and one mind” (see Moses 7:18).
Read Doctrine and Covenants 38:24-25 What does it mean to esteem someone as yourself? We need to value others as much as we value ourselves. Have the children tell what different parts of the body does. Explain that each part of the body is important and needed. Just like our body parts are united, we need to be united as people [and help, support, and take care of each other.]
The Redwood trees are joined together as one.
“The giant redwood trees that grow in northern California [USA] … have a very shallow root system. But when they are surrounded by other redwood trees, the strongest, fiercest wind cannot blow them over. The roots of the giant redwood trees intertwine and strengthen each other. When a storm comes, they actually hold each other up” (Conference Report, Oct. 1994, p. 103; or Ensign, Nov. 1994, p. 78).
1. I know you, and you know me. We are as diff’rent as the sun and the sea I know you, and you know me, And that’s the way it’s supposed to be.
2. I help you, and you help me. We learn from problems, and we’re starting to see. I help you, and you help me, And that’s the way it’s supposed to be.
3. I love you, and you love me We reach together for the best we can be I love you, and you love me, And that’s the way it’s supposed to be.
You can help the children learn that Heavenly Father and Jesus Christ care deeply about us and our actions.
Ask the children what might cause God to weep (see Moses 7:28–31). Invite the children to search Moses 7:32–33, 37 for answers. What do these verses teach us about how God feels about His children? How do we know that God loves us? Share your testimony of God’s love for us.
Toss a bean bag or a ball to a child. Ask him or her to finish the phrase “I can make God happy by …” and then toss the object to another child. Repeat until every child has had a turn.
Help the children think of things that make Heavenly Father happy. Read Moses 7:28 with the children, and explain that Heavenly Father was sad because the people were very wicked (see verses 32–33).
Let the children draw a happy face on one side of a piece of paper and a sad face on the other side. Name some good actions, like saying a prayer, and some negative ones, like telling a lie, and ask the children to hold up the happy face or sad face to show how Heavenly Father and Jesus Christ would feel about each choice.
Invite the children to play a game in which they act out things they can do that make Heavenly Father happy. Ask the other children to guess what they are doing. Share with each of the children something you have seen them do that makes Heavenly Father happy.
In his vision, Enoch saw the latter days, including the Savior’s Second Coming. How can you help the children look forward to the Second Coming?
Tell the children to imagine that a special guest is coming to visit them. What would they do to prepare for the visit? Share the Lord’s words to Enoch in Moses 7:60: “I [will] come in the last days.” What are some ways we can prepare for Jesus to come again?
Show pictures of times when the Savior appeared to people (see Gospel Art Book, nos. 60, 82, 83, and 84). What are the people doing in the pictures? How might the people have felt when they met Jesus? Let the children share how they feel about seeing Jesus when He comes again.
Sing a song about the Savior’s Second Coming, such as “When He Comes Again” (Children’s Songbook, 82–83), and ask the children what they think it will be like when Jesus comes again.
As you read about the Second Coming in Moses 7:60–67, think of how to teach the children about it in a joyful way.
Read together Moses 7:60–67, and help the children identify things the Lord says will happen in the last days. Ask them which of these events they are looking forward to and why.
Invite the children to talk about a time when they waited for someone to visit or to return home. How did the children feel? What did they do to get ready? How can we prepare to see Jesus again?
Show a picture of the Savior’s Second Coming (for example, see Gospel Art Book, no. 66). Let the children draw their own pictures of the Second Coming, based on what they read in Moses 7:60–67.
Read together Moses 7:60–67, and help the children identify things the Lord says will happen in the last days. Ask them which of these events they are looking forward to and why.
Invite the children to talk about a time when they waited for someone to visit or to return home. How did the children feel? What did they do to get ready? How can we prepare to see Jesus again?
Show a picture of the Savior’s Second Coming (for example, see Gospel Art Book, no. 66). Let the children draw their own pictures of the Second Coming, based on what they read in Moses 7:60–67.
As your family reads Moses 7:59–67, try marking or noting things the Lord tells Enoch about the last days—for example, that God will “gather out [His] elect” (verse 62) and that there will be “great tribulations among the wicked” (verse 66). How can we have faith and hope despite the wickedness in the last days? As part of this discussion, consider reading these words from Elder Ronald A. Rasband: “Take heart, brothers and sisters. Yes, we live in perilous times, but as we stay on the covenant path, we need not fear. I bless you that as you do so, you will not be troubled by the times in which we live or the troubles that come your way. I bless you to choose to stand in holy places and be not moved. I bless you to believe in the promises of Jesus Christ, that He lives and that He is watching over us, caring for us and standing by us” (“Be Not Troubled,” Ensign or Liahona, Nov. 2018, 21).
“Enoch” (December 1994 Friend) A retelling of the story of Enoch.
“Enoch Builds Zion” (October 1998 Friend) A retelling of the story of Enoch. Includes figures to use in telling the story.
“Follow the Prophet” (May 2001 Friend) A retelling of the story of Enoch. Includes figures to use in telling the story.
“Being Like a Missionary” (January 2010 Liahona and Friend) Learn about and color a picture of Enoch and then draw clothing on a boy to show what missionaries look like today.
“The City of Enoch” (April 2002 Friend) Create a moving picture to use in telling the story of the city of Enoch being taken up to heaven.
“City of Enoch” (December 1994 Friend) Solve this code to figure out why the people in the city of Enoch were so righteous.
2. Enoch was a prophet; he taught what was good.People in his city did just what they should.When they were so righteous that there was no sin,Heav’nly Father took them up to live with him.
The generations of Adam are Adam, Seth, Enos, Cainan, Mahalaleel, Jared, Enoch (who walked with God), Methuselah, Lamech, and Noah (who begat Shem, Ham, and Japheth).
Adam’s seed keep a book of remembrance—His righteous posterity preach repentance—God reveals Himself to Enoch—Enoch preaches the gospel—The plan of salvation was revealed to Adam—He received baptism and the priesthood.
Come, Follow Me—For Individuals and Families: Old Testament 2022 “Genesis 5; Moses 6” Reading about the “book of remembrance” that Adam and Eve’s family kept may inspire your family to make your own book of remembrance. Discuss as a family what you would like to include. Maybe you have photos, stories, or documents from your family history. You might choose to include things that are happening in your family now. What will future generations find valuable? You could also discuss how the phrases “by the spirit of inspiration” (Moses 6:5) and “the pattern given by the finger of God” (Moses 6:46) could guide your efforts. Consider saving information from your book of remembrance on FamilySearch.org.
Story: Adam and Eve’s family made a “book of remembrance” (Moses 6:5). They wrote about Jesus Christ and Heavenly Father’s plan. This book was the beginning of the scriptures.
Song: “Love Is Spoken Here” (Children’s Songbook, 190–91)
Activity: You can make a book of remembrance too! Ask everyone in your family to write down their testimony of Jesus Christ. Then attach the pages together to make a book. Add it to your treasure box on page 30.
When Enoch was called to preach the gospel, he worried that he would fail. But God helped him do great things.
Ask the children to share a time when they were asked to do something that was hard or scary for them. Share the story of Enoch’s call to be a prophet, found in Moses 6:27, 31–34 (see also “Enoch the Prophet” in Old Testament Stories). Emphasize that although Enoch did not feel ready to be a prophet, God promised to help him. Help the children understand some ways God helps us when we are asked to do hard things.
Share some scriptural examples of when God helped people do difficult things—for example, Noah building the ark, David fighting Goliath, Ammon defending the king’s flocks, or Samuel the Lamanite preaching. (For pictures and scripture references, see Gospel Art Book, nos. 7, 19, 78, 81.) Share an experience when the Lord helped you do something difficult.
Read Moses 6:26–34 with the children. Why did Enoch feel that he couldn’t preach the gospel? (see Moses 6:31). How did God help Enoch? (see Moses 6:32–34; 7:13).
Invite the children to name some difficult things that children their age sometimes do (such as completing an assignment for school, being kind to someone who is unkind, or telling the truth when they have made a mistake). Help the children find phrases in Moses 6:32–34 that can help them. Ask the children to share a time when God helped them do something difficult. Share your own experiences too.
Friend August 2020 “Maddy’s Courage” Maddy didn’t want to start school because she was afraid. Her mom reminded her of sometimes we have to do brave and hard things, such as Daniel facing the lions, or Nephi crossing the ocean, or Esther talking to the king. And just like Heavenly Father helped all of those people, He would help her too.
The Gospel Teaches Me How to Return to Heavenly Father.
God taught Adam what we need to do to return to Him—have faith, repent, be baptized, and receive the gift of the Holy Ghost. How can you help the children learn more about these things?
Find or draw pictures to represent faith, repentance, baptism, and the gift of the Holy Ghost (see this week’s activity page). Place the pictures in a line leading to a picture of Jesus Christ. Read Moses 6:52 to the children, and ask them to stand next to the correct picture when they hear the words the picture represents (in this verse, the word “believe” is used for “faith”).
Sing songs that teach the principles in Moses 6:52, such as “Faith,” “Help Me, Dear Father” (verse 2), “When I Am Baptized,” and “The Holy Ghost” (Children’s Songbook, 96–97, 99, 103, 105). Help the children understand that doing the things taught in the songs will help us return to Heavenly Father.
Faith, repentance, baptism, and receiving the Holy Ghost prepare me to return to God.
Adam and Enoch taught their people the first principles and ordinances of the gospel: faith, repentance, baptism, and receiving the gift of the Holy Ghost (see also Articles of Faith 1:4). What can you do to help the children understand the importance of these principles and ordinances in their lives?
Ask the children to read Moses 6:52, 57 to find the principles and ordinances of the gospel mentioned in the fourth article of faith.
Write the fourth article of faith on the board, and invite the children to read it. Then erase a word or two, and ask them to read it again, filling in the missing words from memory. Repeat this process until the children have learned the article of faith.
Invite the children to write a short talk about faith, repentance, baptism, or receiving the gift of the Holy Ghost—something they could share with their families. Each talk could include a scripture, an experience, and a testimony. The talk could also explain how the principle helps us return to Heavenly Father.
Display four paper footprints and four pictures representing believing in Jesus Christ, repenting, being baptized, and receiving the Holy Ghost. Read Doctrine and Covenants 49:12–14, and ask the children to point to the correct picture when each is mentioned in the verses. Let the children help you place the footprints on the floor with the pictures beside them, and invite the children to take turns walking on the footprints. Bear your testimony that when we do the things in these pictures, we are following Jesus Christ.
Use this week’s activity page to make finger puppets that can help the children learn how they can follow Jesus Christ by having faith, repenting, being baptized, and receiving the gift of the Holy Ghost.
What does it mean to be “born again into the kingdom of heaven”?
To have the Spirit of the Lord cause a mighty change in a person’s heart so that he has no more desire to do evil, but rather desires to seek the things of God. (Guide to the Scriptures, “Born Again, Born of God” scriptures.ChurchofJesusChrist.org) For additional information click on link.
What can we do to continue to be born again throughout our lives?
Post pictures of principles and ordinances on board and have children tell which is a principle and which is an ordinance. (But first explain what the difference between a principle of the gospel and an ordinance is. – A principle is a basic doctrine or law. An ordinance is a sacred ceremony with spiritual meaning that is performed by someone with priesthood authority.) Pictures might include the following: prayer, confirmation, sacrament, baptism, temple marriage, service, tithing, repentance, etc.
Friend March 2000 Link includes some sharing time and music time ideas.
From the time of Adam and Eve, parents have been commanded to teach their children the gospel. How can you encourage the children to listen to and follow the righteous teachings of their parents?
Read Moses 6:58 to the children, and show the picture of Adam and Eve’s family in this week’s outline in Come, Follow Me—For Individuals and Families. Help the children repeat the phrase “teach these things freely unto your children.” Explain that God wants all parents to follow Adam and Eve’s example by teaching their children about Jesus Christ and His gospel. Ask the children what they can do when their parents or others teach them the gospel.
Help the children match pictures of themselves to their parents or pictures of baby animals to adult animals. How do parents help their children? What do they teach them? Ask the children to draw pictures of their families at times when parents teach children, such as reading the scriptures together, praying together, or eating together.
Parents are responsible to teach their children.
God trusts parents to be the primary gospel teachers in their families. How can you encourage the children to support their parents in this role?
Ask a child to read Moses 6:58. What commandment did Heavenly Father give to parents in this verse? Show a picture of Adam and Eve teaching their children (see this week’s outline in Come, Follow Me—For Individuals and Families), and let the children talk about what they see in the picture. Encourage them to talk about important gospel truths they have learned from their families.
Help the children write thank-you notes to their parents or plan other simple ways to express their appreciation for their parents. Sing a song about families, such as “Love Is Spoken Here” (Children’s Songbook, 190–91). How can we help our parents create a loving atmosphere in our homes?
Friend March 2019 “A Lesson From My Parents” Color the pictures and circle the things a parent or other family member has taught you. What else can you think of?
What are some of the things that “bear record of [Christ]”? (see also 2 Nephi 11:4). Consider inviting family members to share something that they see “in the heavens above” or “on the earth” that helps them learn about Jesus Christ. For example, how do trees, rocks, or the sun remind us of the Savior? What do the titles “living water” and “bread of life” teach us about Him? (John 4:10–14; 6:35).
Lesson 4: The Fall of Adam and Eve,” Primary 6: Old Testament Place the picture of Adam and Eve next to the one of God the Father and Jesus Christ. Explain that when Adam and Eve lived in the Garden of Eden, they could walk and talk with Heavenly Father and Jesus. To help the children understand why the result of Adam and Eve’s choice is known as the Fall, take the picture of Adam and Eve and move it down below the picture of God the Father and Jesus Christ as you tell of Adam and Eve eating the forbidden fruit. Adam and Eve “fell” or were removed from the presence of God. Explain that because Adam and Eve could no longer freely associate with Heavenly Father and Jesus Christ, this is referred to as the Fall. Adam and Eve’s separation from Heavenly Father and Jesus began mortal life on earth.
The Garden of Eden was beautiful. But Adam and Eve needed something more than beautiful surroundings. They needed—and we all need—an opportunity to grow. Leaving the Garden of Eden was the necessary first step toward returning to God and eventually becoming like Him. That meant facing opposition, making mistakes, learning to repent, and trusting the Savior, whose Atonement makes possible progression and “the joy of our redemption” (Moses 5:11). So when you read about the Fall of Adam and Eve, focus not on the seeming tragedy but on the possibilities—not on the paradise Adam and Eve lost but on the glory their choice allows us to receive.
Because of the Book of Mormon and other latter-day revelations, we have a unique perspective on the Fall. For example, consider what the prophet Lehi taught his family about Adam and Eve in 2 Nephi 2:15–27. How do Lehi’s teachings clarify what happened in the Garden of Eden and help us understand why it was important?
Come, Follow Me—For Primary: Old Testament 2022 “Genesis 3–4; Moses 4–5” If Adam and Eve had stayed in the Garden of Eden, they would not have had children and would not have progressed to become like Heavenly Father. We are grateful for their choice to partake of the fruit because this choice made possible our mortal life and our opportunity for eternal life.
To summarize the story of the Fall of Adam and Eve, use “Adam and Eve” (in Old Testament Stories). Help the children understand that Adam and Eve’s choice to eat the fruit was part of Heavenly Father’s plan.
Give each child a picture that represents something from the story of Adam and Eve (such as a tree, a snake, a garden, or Jesus Christ). Ask them to hold up their picture at the right time as you tell the story and read phrases from Moses 4. This week’s activity page might be helpful.
Invite the children to work together to tell the story of the Fall of Adam and Eve in their own words. Share verses from Genesis 3 to help them.
Help the children find in Moses 4:22–25, 29; 5:10–11 the consequences of Adam and Eve eating the fruit (see also 2 Nephi 2:19–25). Why is their choice a blessing to us? How did the Savior help us overcome sin and death?
“Garden of Eden” (Sept. 2006 Liahona and Friend) Use finger puppets to tell the story of Adam and Eve
Because of Jesus Christ, I Can Repent and Live with God Again.
Write two titles on the board: Because of Adam and Eve and Because of Jesus Christ. Help the children identify the consequences of the Fall as you read together Moses 4:25; 6:48; Romans 5:12; 2 Nephi 2:22–23. Let them write what they learn under the first title. Then help them identify how Jesus Christ overcame sin and death as you read together Moses 5:8–11, 14–15; 6:59; Alma 11:42. Let them write what they learn under the second title. Why are we thankful for Jesus Christ?
Show a video about the Savior’s Atonement, such as “Because of Him” (ChurchofJesusChrist.org). Invite the children to share how they feel about Jesus Christ.
Place the picture of Adam and Eve next to the one of God the Father and Jesus Christ. Explain that when Adam and Eve lived in the Garden of Eden, they could walk and talk with Heavenly Father and Jesus. To help the children understand why the result of Adam and Eve’s choice is known as the Fall, take the picture of Adam and Eve and move it down below the picture of God the Father and Jesus Christ as you tell of Adam and Eve eating the forbidden fruit. Adam and Eve “fell” or were removed from the presence of God. Explain that because Adam and Eve could no longer freely associate with Heavenly Father and Jesus Christ, this is referred to as the Fall. Adam and Eve’s separation from Heavenly Father and Jesus began mortal life on earth and was an important step in the great plan of happiness.
At the top of a piece of paper or on the chalkboard write the words Because of Adam and Eve and invite the children to share ideas that fit under this heading, such as:
We could choose to be born on the earth.
We know good from evil.
We became separated from Heavenly Father.
We will someday die.Help the children understand that we were happy to have the chance to come to earth (see Job 38:7). We would not have had this opportunity if Adam and Eve had not partaken of the forbidden fruit. We needed a chance to prove that we could choose good over evil. Gaining a physical body, having the privilege of choice, being separated from God, and being subject to death were all part of Heavenly Father’s plan for us to become like him.Write another heading: “Because of Jesus Christ.” List and explain the following blessings:
We will live again after we die.
We can return to Heavenly Father if we will repent.
We have a perfect example to follow.Give the children each a piece of paper and pencil and have them write Because of Adam and Eve at the top and Because of Jesus Christ in the middle. Encourage the children to take the paper home and discuss with their families the things we have and the things we will be able to do because of Adam and Eve and Jesus Christ.
Ask the children to think of opposites—such as happy and sad, hot and cold, hard and soft, smooth and rough, heavy and light, high and low, or fast and slow—to illustrate the importance of opposition (see 2 Nephi 2:11, 15). Let the children describe their experiences with opposites. To help them get started, you might use the following examples: After someone has been sick, they can better appreciate feeling well. Or without darkness, you cannot recognize light, which is why you cannot see the stars during the day. To illustrate this second example, you might bring a flashlight and show how its light is barely noticeable in a well-lit room, but the light is much brighter when you darken the room.
• In the preexistence Satan had a plan to destroy the freedoms and agency of the people who came to earth. What did Satan hope to gain from implementing his plan? (Glory and power)
• What would life be like without agency? To help the children imagine what it might be like to live under Lucifer’s plan, tell them that for the next few minutes they must do exactly what you say and nothing else (make sure they know they cannot talk). Have them stand and remain standing perfectly still for a few seconds. Then tell each child where to sit. (Do not sit friends near each other.) Tell the children they must sit erect, feet flat to the floor, looking straight ahead, not moving or speaking. Have them hold the position until you tell them otherwise. After about thirty seconds, let them stand again and sit where they want. (Walk in His Ways pg 62)
In Moses 4:3, we learn that Satan “sought to destroy the agency of man, which I, the Lord God, had given him.” How will you help the children appreciate the ability to choose between right and wrong?
Talk to the children about some choices you made today, and help them think about choices they made. Read to them from Moses 4:3: “The agency of man, which I, the Lord God, had given him.” Explain that this verse teaches us that God has given us the ability to make choices. Express your gratitude that you are able to choose the right, and testify that the children can also choose to do what is right.
Share a few simple examples of a child making a right choice or a wrong choice, and ask the children to indicate if the choice is right or wrong (they might stand up, hold up signs, or raise their hands). Bear your testimony that Heavenly Father will help us choose the right, and invite the children to share their feelings as well.
Help the children think of good choices they can make to follow Jesus Christ. Sing together a song about making good choices, such as “Choose the Right Way” (Children’s Songbook, 160–61). Tell the children about a time when you made a good choice, and talk about how you felt because of your choice.
Consider a simple object lesson like the following to illustrate the importance of making our own choices: Invite the children to color this week’s activity page, but give them only one color to use. Why would it be better to have choices in this situation? Read together Moses 4:1–4 to talk about why choices are important in God’s plan.
Invite the children to share a personal experience when they had to choose between right and wrong. Let them discuss the possible consequences of each choice.
Story: In the Garden of Eden, Eve chose to eat the fruit of the tree of knowledge. She offered the fruit to Adam. He also chose to eat the fruit. (See Moses 4:12.) After they ate the fruit, they learned the difference between right and wrong.
Song: “Choose the Right Way” (Children’s Songbook, 160–61)
Activity: Sit in a circle and toss a ball around. When you catch the ball, tell about a good choice you made this week.
Read Moses 5:4 to the children. Help them understand that when Adam and Eve left the Garden of Eden, they couldn’t be with Heavenly Father anymore, but they could pray to Him. Explain that we pray to Heavenly Father in the name of His Son, Jesus Christ (see Moses 5:8). What are some things we can say to Heavenly Father in our prayers?
Ask the children to show you actions they do when they pray. You could also show a picture of someone praying (see Gospel Art Book, nos. 111–12) to teach the children that bowing our heads, folding our arms, and closing our eyes helps us to be reverent when we pray.
Share a personal experience with prayer or your testimony of prayer. Sing with the children a song about prayer, such as “A Child’s Prayer” (Children’s Songbook, 12–13).
Memorizing Tip: Adam and Eve were the first two people to live on the earth, and Article of Faith 2 is about Adam.
To transgress means to break a law or commandment. In the Garden of Eden, God told Adam and Eve not to eat the fruit of the tree of knowledge of good and evil, but they ate it anyway. We are each responsible for our own decisions. We can’t be punished for someone else’s sins. (Friend Jan 2015)
Lesson 6: Adam and Eve Lived the Gospel of Jesus Christ,” Primary 6: Old Testament (1996), 23–26 To help the children understand that the gospel of Jesus Christ is eternal and is based on truths that will help us gain exaltation.
Show the children pictures of things that represent different periods of the Creation (as described in Moses 2; see also “The Creation of the Earth” in Old Testament Stories), and help the children think of actions to go along with the pictures. For instance, they could make a fist to represent dry land or wave their arms like waves of water (see Moses 2:9–10). Share your testimony that Jesus Christ made these things because He and Heavenly Father love us.
Sing a song about things Jesus Christ created for us, such as “The World Is So Lovely” (Children’s Songbook, 233). Ask the children to draw pictures of the creations described in the song.
Help the children think of times when they made something by following another person’s directions. For example, maybe they have made a recipe with a parent or sibling guiding them. Write Who created the earth? on the board, and invite the children to find the answer in Moses 2:1. Testify that Jesus Christ created the earth under the direction of Heavenly Father.
Assign each child verses in Moses 2 related to one of the days of creation, and ask him or her to draw a picture of the things Heavenly Father and Jesus created on that day. Ask the children to hold their pictures and stand in the order of the days of Creation, and then invite each child to teach the rest of the children what happened on the day they were assigned. What do we learn about Heavenly Father and Jesus Christ from the story of the Creation?
Friend March 2002 “For Little Friends” Place the correct picture and label on the chart according to which “day” it took place in the creation (one square will get two pictures). Check your answers in Genesis 1:1-27, and move pieces to their correct position as needed (Visuals: Black and white game board. Note: Color cardstock can be used for the game boards.)
The earth was created by Jesus Christ under Heavenly Father’s direction so that we could have a place to live, learn, and use our agency to make good choices (see Abraham 3:24–26).
The Prophet Joseph Smith taught that to “create … does not mean to create out of nothing; it means to organize, the same as a man would organize materials and build a ship.”1 The Hebrew word for “create” means to shape, fashion, organize, and form (see Genesis 1:1; Abraham 3:24).
President Russell M. Nelson explained that “the physical Creation itself was staged through ordered periods of time,” not calendar days. “Whether termed a day, a time, or an age, each phase [of the Creation] was a period between two identifiable events—a division of eternity.”2
While there’s a lot we don’t know about exactly how the world was created, ponder what you learn about the Creation from what God has revealed in Genesis 1:1–25; Moses 2:1–25; and Abraham 4:1–25. What do you notice in these accounts that is similar? What do you notice that is different?
How can you make learning about the Creation fun for your family? You could take your family on a search outside for the kinds of things that were made during each period of the Creation story, such as stars, trees, or animals. You might also show pictures of things created in each period and invite family members to put the pictures in order after reading one of the accounts of the Creation together. What do these creations teach us about Heavenly Father and Jesus Christ?Genesis 1; Moses 2; Abraham 4.
One way to approach the Creation story is to invite your family to find how many times in Genesis 1 or Moses 2 God calls the things that he made “good.” What does this suggest about how we should treat God’s creations—including ourselves? What do we learn from the way these events are worded in Abraham 4?
Story: Heavenly Father told Jesus Christ to create the earth for us to live on (see Genesis 1–2). Jesus created plants and animals for us to take care of. We can be thankful for the earth.
Song: “My Heavenly Father Loves Me” (Children’s Songbook,228–29)
Activity: Now play a game! The first person says, “I am thankful for …” and then says something Heavenly Father and Jesus created. The next person repeats it and then adds something new. Keep going around in a circle as long as you can.
Stewards over the Earth: Moses 2:28 explains that humankind was given dominion over all living things. President Russell M. Nelson said, “We should care for the earth, be wise stewards over it, and preserve it for future generations” (“The Creation,” Liahona, July 2000, 104).
Go on a short walk around the area you live in or look at pictures and videos of beautiful landscapes.
Point out different parts of the environment that you notice. This could be plants, animals, or landforms.
Notice each living thing and discuss specific ways we can take care of them and the environment around them.
Discussion: In what ways do Heavenly Father and Jesus Christ take care of us? How can we follow Their examples as we take care of the living things around us? In what ways can our actions show our gratitude for God’s creations? (Submitted by Mitzi Schoneman)
Creation Charades: President Russell M. Nelson taught: “Grand as it is, planet Earth is part of something even grander—that great plan of God. Simply summarized, the earth was created that families might be” (“The Creation,” Liahona, July 2000, 104).
Study the days of Creation with your family (found in Genesis 1–2; Moses 2–3; or Abraham 4–5). See “The Creation” from this issue for a summary.
Each person can take a turn acting out a day or part of the Creation.
The rest of the family members guess the day or the part of Creation that was chosen.
Discussion: Follow up by reading Abraham 3:22–27 together. How can knowing God’s purpose for creating the earth affect our daily lives? How can we better show appreciation for God’s creations?(Submitted by Brenda Slade)
Lesson 3: The Creation,” Primary 6: Old Testament (1996), 9–12 Purpose: To increase each child’s appreciation for the earth that Heavenly Father and Jesus Christ created for us.
Help the children repeat “I, God, created man in mine own image” several times (Moses 2:27). Explain that Heavenly Father created our bodies to look like His. Invite the children to point to parts of their bodies as you name them, or sing a song about our bodies, such as “Head, Shoulders, Knees, and Toes” (Children’s Songbook, 275).
Invite the children to act out things they can do with their bodies, while the other children guess what they are doing. Invite the children to share why they are grateful for their bodies.
Draw an outline of a body on paper, and make a puzzle by cutting it into parts. Pass the parts out, and let the children work together to put them together to form a body. Ask the children to share the things they can do with each of the parts. Share your testimony that our bodies are created in God’s image.
[Using the picture below invite the children] to point to His eyes, mouth, and other parts of His body. Then invite them to stand and point to those same parts of their own bodies. Read from Doctrine and Covenants 130:22: “The Father has a body of flesh and bones … ; the Son also.” Testify that our bodies are like Heavenly Father’s and Jesus’s bodies.
LessonPix “Head, Shoulders, Knees, and Toes” Song idea. Print the pictures, cut them apart into cards, and then use them to sing the song. To make the song more interesting, have the children mix up the pictures on the top two rows and/or the bottom two rows and then have them do the actions and sing the words in their mixed up order.
Read together Moses 2:26–27. What do these verses teach us about our bodies? Show the video “God’s Greatest Creation” (ChurchofJesusChrist.org), or play the game “Your Body Is a Temple” (Friend, Aug. 2019, 24–25). You could also read together related quotations from President Russell M. Nelson’s message “Your Body: A Magnificent Gift to Cherish” (New Era, Aug. 2019, 2–7) that will help the children feel gratitude to Heavenly Father for their bodies.
Draw a figure of a body on the board, and invite the children to choose a part of the body and write next to it why they are thankful for it. Express your gratitude for your body, and testify that we were created in God’s image.
Friend August 2019 “Your Body is a Temple” Activity comparing how the body is like a temple.
Read Moses 3:2–3, and ask the children to listen for what God did on the seventh day. Bring pictures (or make simple drawings) of things we do on Sunday to make it a holy day and things we do on other days. Let the children sort the pictures into two piles, one for Sunday and one for other days. Testify of why it is important to keep the Sabbath day holy.
A few days before class, invite one of the children and his or her parents to come prepared to share things they do in their family to keep the Sabbath day holy. Invite the other children to share what their families do.
How does keeping the Sabbath day holy show our love and respect for Heavenly Father and Jesus Christ? Help the children role-play scenarios in which they explain to a friend why they choose to do things on Sunday that honor Heavenly Father and Jesus. Suggest that they use Genesis 2:2–3 in their explanations.
Give the children a few minutes to write a list of as many things as they can think of that they can do to make the Sabbath a holy day. Invite the children to share their lists, and encourage them to add to their lists as others share suggestions they didn’t think of. Suggest that the children take the lists home with them and refer to them when they need ideas of good things to do on the Sabbath.
Friend February 1987 Lesson ideas about covenants and promises, and the story about the promise of pythias to return to prison and save his friend who had volunteered to take his place. Trustworthy
Friend April 2021 “Trouble at the Creek” Brian doesn’t keep his promise to his mom to stay away from the creek after the storm. He crosses it on a fallen log and gets his foot stuck.
Friend May 2020 “Ali’s Head Start” Ali learns that when she is baptized she will be covenanting (promising) to bear one another’s burdens, (or in other words, she will be promising to help those who are going through a hard time). Ali decides to get a head start on her covenants when she sees children without hair as she walked through the hospital to go visit a friend. She decides to donate some of her long hair so those children can have wigs.
Friend May 2017 “Cracking the Code” Darren and Byron crack the code to notes left in their beds that represent the words “Covenant Keepers.” At FHE they learn ways they have been covenant keepers.
Friend March 1988 “Keeping the Covenants…” Stories about children keeping their baptismal covenants.
Friend May 2017 ” Conference Notes” Sister Jones told the story of five-year-old Lizzie and her big brother, Kevin. Kevin’s dad asked him if he would promise not to tease Lizzie for one day. Kevin agreed. He kept his promise! Then his mom asked him to try not teasing Lizzie for two days. He kept his promise again! Sister Jones said that when we keep our promises, we are learning to make and keep sacred covenants.
Baptism Covenants
Friend August 2019 “Ready to Be Baptized” Story with idea on how to remember baptism covenants. Also includes a bookmark with the memory aid acronym for baptismal covenants.
