This book belongs to

General Conference Youth Ministries Department

Helping Hands
Activity Book

DVENTURER
A

CLUB

General Conference Youth Ministries Department

Produced by: Carlos Campitelli (SAD)
General Conference Youth Ministries Department Gennady Kasap (ESD)
12501 Old Columbia Pike Ron Genebago (SSD)
Silver Spring, MD 20904 Jonatan Tejel (EUD)
Magulilo Mwakalonge (ECD)
Departmental Director: Gary Blanchard Nak Hyung Kim (NSD)
Associate Youth Director: Pako Mokgwane Nick Kross (SPD)
Associate Youth Director: Andrés J. Peralta Peter Bo Bohsen (TED)
Editor-in-Chief: Andrés J. Peralta Tihomir Lazic (TED)
Departmental Advisor: Abner De Los Santos Tracy Wood (NAD)
Senior Editorial Assistant: Kenia Reyes-de León Udolcy Zukowski (SAD)
Ugochukwu Elems (WAD)
Vandeon Griffin (NAD)
Project Manager: Mark O’Ffill Zlatko Musija (TED)
Content Contributors: Mark O’Ffill
Ted & Betsy Burgdorff Resources:
Gomez, Ada. “Adventist Adventurer Awards.” Adventist Ad-
Copy Editor: Mark O’Ffill venturer Awards - [Link]. North American Division
Club Ministries, 2014. Web. 26 July 2017. <[Link]
Cover & Interior Designer: [Link]/wiki/Adventist_Adventurer_Awards>.
Jonatan Tejel
Isaac Chia Gooch, Jennifer A. Eager Beaver Leader’s Guide with 23
Adrian Gutierrez Perez Themed Meeting Plans. 3rd ed. Lincoln, Neb.: Advent-
Wilbert Hilario (ClicArt) Source, 2007, 2015. Print.
Had Graphic Inc.
hadgraphic@[Link] For information
Email: youth@[Link]
Photos by: © Shutterstock Website: [Link]

Division Correspondents: Mailing Address:

Al Powell (IAD) Adventist Youth Ministries
Alastair Agbaje (TED) General Conference of Seventh-day Adventist
Armando Miranda (NAD) 12501 Old Columbia Pike,
Benoy Tirkey (SUD) Silver Spring, MD 20904-6600, USA
Busi Khumalo (SID)

4 | Helping Hands Workbook

Dear Adventurers, Parents, and Leaders,

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

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

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

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

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

Helping Hands Workbook | 5

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

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

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

Thanks for joining us in the journey!

Andrés J. Peralta
Associate Youth Director

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

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

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

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

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

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

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

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

Helping Hands Workbook | 7

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

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

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

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

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

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 Helping Hands Checklist
Name: Date Started: Date Completed:

Basic Requirements 2. I Can Make Wise Choices Instructor Checklist

a. Name at least four different feelings.
1. Repeat from memory and accept the b. Play the feelings game. Basic Requirements
Adventurer Pledge 1.
3. I Can Care for My Body 2.
2. Complete the Reading I award
a. Complete the Health Specialist award. 3.
3. Complete the Flowers award
My God
My Family 1.
My God 1. I Have a Family
a.
•
1. God’s Plan to Save Me a. Draw or cut out a picture showing •
a. Create a story chart or lap-book something special about each •
showing the order in which these member of your family. •
events took place: •
2. Families Care for Each Other
• Creation, b.
a. Discover what the fifth
• The first sin, 2.
commandment (Exodus 20:12) tells
• Jesus cares for me today, a.
you about families.
• Jesus comes again, 3.
• Heaven. b. Act out three ways you can honor
a.
b. Draw a picture or tell about one of your family.
b.
the stories above to show someone c. Complete the Home Helper award. c.
how much Jesus cares for you.
3. My Family Helps Me Care for Myself My Self
2. God’s Message to Me a. Complete the Safety Specialist award. 1.
a. Complete the Bible I award. a.
3. God’s Power in My Life My World 2.
a.
a. Spend regular quiet time with Jesus
1. The World of Friends b.
to talk with Him and learn about
3.
Him. Keep a record. a. Complete the Listening award.
a.
b. Ask two people how they show other 2. The World of Other People
people that Jesus cares for them. My Family
a. Tell about the work people do in your 1.
c. Complete the Delightful Sabbath church. Find a way to help them.
award. a.
3. The World of Nature 2.
a.
My Self a. Complete the Friend of Animals
award. b.
c.
1. I Am Special d.
a. Make a booklet showing different 3.
people who care for you as Jesus a.
would.
My World
1.
a.
2.
a.
3.
a.

Helping Hands Workbook | 9

 INTRODUCTION

“Let the little children come to me, and do not hinder them, for the
kingdom of heaven belongs to such as these.”

–Matthew 19:14 (NIV)

This passage is often illustrated with a group of angelic children sitting attentively at
Jesus’ feet. Perhaps this was the first picture that popped into your mind when you
agreed to lead out with Helping Hands. However, now that you’ve had time to think
about it, the picture may have quickly changed to a group of noisy fourth graders
running around the room or huddled in the corner planning their next conquest.
Hopefully the reality will be somewhere in between these two pictures!

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

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

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SECTION
1
The Helping Hands Level
This section contains an overview of the Helping
Hand level. You’ll get a quick look at how Helping
Hands fit into Adventurer Club Ministries, the goals,
Pledge, Law, song, and more!

Helping Hands Workbook | 11

 New
Adventurer Logo

VENTURE
AD R Jesus
Centered
Ministry

Nature
Oriented
Ministry

Family
Focused
Ministry

CLUB

12 | Helping Hands Workbook

Helping Hands Goals

01 Demonstrate God’s love for children.

02 Promote the values expressed in the Adventurer

Pledge and Law.

03 Create an environment where all children

can contribute.

04 Encourage children to have fun.

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

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

Adventurer Song
We are Adventurers
At home, at school, at play
We are Adventurers
We’re learning every day
To be honest, kind, and true
To be like Jesus through and through
We are Adventurers!

Helping Hands Workbook | 13

 The Helping Hands Curriculum

One of your responsibilities as Adventurer parents and staff is to encourage

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

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

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

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Adventurer Awards

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

Many awards are completed as part of the Helping Hands curriculum but your
club will probably set aside time just for awards.
It is important to note that the awards have levels that correspond with the
Adventurer levels. When you are selecting an award to complete, make sure that
you choose age-appropriate awards.
When working on awards it is up to the leader to adapt the requirements to the
club and children’s needs. For example, an award may require the child to play
an action game using a community helper’s skills. As parent or leader you might
choose to watch a video or visit a community helper.
It is also up to you to decide when a child has met the intent of the award.
Remember that not all children will be capable of completing all award
requirements as written. It is more important that the children try new things
and have fun than compete with each other to receive the most awards or
become frustrated by requirements that are beyond their abilities. Flexibility
on your part will make the experience more enjoyable and positive for both
children and parents!
Helping Hand age children like immediate
rewards but are able to understand
delayed recognition better than the
younger age groups. When they
complete an award you could
give them a picture of the award
or write on their record card or
activity book and let them know
they will receive the patch at the
Investiture Service.

Helping Hands Workbook | 15

16 | Helping Hands Workbook
 SECTION
2
Characteristics of Helping Hands
This section gives you and your staff a quick
overview of what to expect and what not to expect
from Helping Hands.

Helping Hands Workbook | 17

 What You Need to Know
About Helping Hands
In the book Child Guidance (Review and Herald, 1954), Ellen White encourages
parents to understand the developmental needs of their children. This section
helps you with just that—understanding the physical, cognitive, and social
characteristics of Helping Hands. Remember that children develop at their
own pace, so some children in your club may not have reached these markers,
and others will have passed them. Also, abilities that children don’t have at the
beginning of the Adventurer year, they may obtain later in the year. Helping
Hands are quickly growing and learning. Make sure you focus on the specific
needs of each child and not the stages.

18 | Helping Hands Workbook

Physical Characteristics
• Have high energy levels and may play until exhausted.
• Girls are usually ahead of boys in physical development.
• Experience growth spurts and may be unsure about
their bodies.
• May complain of stomachaches, headaches, and leg
pains caused by growing pains and anxiety.
• Have improved fine motor skill development.
• May have poor posture and squirm a lot as they adjust
to body changes.

Cognitive Characteristics
• Can think independently but care what peers think.
• Are developing a strong ethical sense of right and wrong.
• Can understand cause and effect.
• Value being trusted.
• Are concrete learners.
• Enjoy memorizing but may not understand the meaning behind what they memorize.
• Like to organize and categorize information and objects.
• Are frequently anxious and stressed. They want to succeed.
• Can prioritize and set goals.

Helping Hands Workbook | 19

 Social Characteristics
• Need lots of opportunities for success.
• Appreciate behavior and new tasks being modeled so they know what to
expect and how to do it.
• Benefit from competition being minimized.
• Do well in a cheerful and fun environment where they are encouraged to try
new things.
• Need to follow the rules.
• Benefit from schedules and routines.
• Learn by doing: acting in plays, writing stories, building things, painting, and
playing games.
• Like to make choices.
• May need rest breaks or high energy activities followed by low energy
activities.
• Like to collect things.

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

These stages are:

Primal Faith (ages 0-2)
1-Intuitive-Protective Faith (ages 3-5)
2-Mythic-Literal Faith (ages 6-11)
3-Synthetic-Conventional Faith (age 11-Adolescence)
4-*Individuative-Reflective Faith
5-*Conjunctive Faith
6-*Universalizing Faith
Stage 0 “Primal Faith” is the beginning steps of faith within the arms of their
parents. Stages 3-6 are the faith stages of Pathfinders and adults. He has done

20 | Helping Hands Workbook

research and sees that many individuals, even adults, may never develop
stages 4-6 unless intentional ongoing spiritual development is a chosen part
of their ongoing deepening relationship with God. In Adventurers we are
working with children who are learning to experience God through stages 1
& 2.

Stage 1 (Little Lambs and

Early Birds)
• Shared experiences - kids love having a community to share their spiritual
learning with.
• Parental - parents are involved in the Adventurer experiences and provide a
lot of the spiritual modeling
• Love & Security - God is real because of the love and security supplied by
caregivers, such as parents and Adventurer leaders
• Concrete Meaning - Truth about the Bible makes sense because of things
they can touch and Bible stories they can relate to. They are unable to think
abstractly and are generally unable to see the world from anyone else’s
perspective.
• Experienced Traditions - opening exercises that are always the same, the
Adventurer Pledge and Law that are learned and repeated each session
throughout the years of Adventurers are a part of this experienced tradition.
God becomes more real when things are predictable and they know what to
expect from spiritual activities. Faith is not a thought-out set of ideas, but
instead a set of experienced impressions WITH parents and influencers.

Stage 2 Mythical-Literal (Busy

Bees - Helping Hands)
• Compared - Children at this age are able to start to work out the difference
between verified facts and things that might be more fantasy or speculation.
• Trust Circle - Source of religious authority starts to expand past parents and
trusted adults to others in their community like teachers and friends.
• Religion as their Experience - Kids in this age group have a strong interest
in religion. Later in this stage children begin to have the capacity to
understand that others might have different beliefs than them.

Helping Hands Workbook | 21

 • Duty - following God and his teaching is seen as a duty and honor.
• Concrete Meaning - By default, children in this age group see that prayer
to God is important and expected. They believe that good behavior is
rewarded, and bad behavior is punished. If I am good to God, God will be
good to me. Teaching the reality of God’s GRACE beginning at this stage
will allow them to further deepen their relationship with Jesus as they enter
stages 3 & 4.
• Experienced Traditions = Symbol’s Meaning - Symbols of scripture are literal
without added meaning. Bible stories are powerful and real motivators.

Do’s and Don’ts of Discipline

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

22 | Helping Hands Workbook

DO
• Have a few short, simple rules and post them. Sample rules: Be kind to
others. Use good manners. Listen quietly to others. Follow directions. Be
positive.
• Use signals to let the children know when you want their attention. Signals
can be just about anything such as quickly turning a light on and off,
turning a flashlight on and off, raising your hand, or using a clicker.
• Use silence. Stop what you are doing and stay quiet until their focus is back
on you.
• Make eye contact. Often getting a child to look at you is a good way to get
her to stop what she is doing and focus on you.
• Use names. If you say an Adventurer’s name followed by a question or
instructions, you can usually get him back on track.
• Stand near an Adventurer to get her back on task.
• Ask adults to interact with the children. If adults are happily participating
in the activities, the Adventurers are more likely to model the adults’
behavior. Additionally, having adults involved can prevent misbehavior from
escalating.

DON’T
• Embarrass or shame a child in front of others or privately
• Overreact
• Lose your temper—no screaming, using threats or nagging
• Hit or spank
• Insult a child by saying “you’re stupid,” “you’re useless,” “you’re a klutz”
• Use sarcasm
• Compare children
• Label children
• Demand respect—respect is earned
• Expect children to behave as adults

Helping Hands Workbook | 23

24 | Helping Hands Workbook
 SECTION
3
Helping Hands with Disabilities
Learn how every Helping Hand can fully participate
in your club by understanding each child and
knowing how to plan inclusive activities.

Helping Hands Workbook | 25

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

DO’S
• Speak directly to the child, not to the adult.
• Recognize that a child’s physical disabilities don’t indicate mental
disabilities.
• Ask about the child’s medical or special equipment needs.
• Explain special equipment to all children to alleviate fears.
• Take extra care in planning for the safety of the child with special needs.
• Ensure the meeting facility is handicapped accessible.
• Ask the child how they would prefer to complete a task.
• Foster independence.
• Focus on all children’s strengths.
• Expect reasonable behavior from all children.
• Be flexible.

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

• Instead of requiring the child with a learning disability to memorize Bible

verses, let her draw pictures of the themes of verses: Jesus cares for me
today, Jesus comes again, and Jesus will take me to Heaven.
• For the autistic child over-stimulated by others and noise, let him sort
colored buttons instead of playing a button game with other children.
• If a child has a balance problem, provide a bike with training wheels for the
bike rodeo.
• Instead of making a creation story chart, a blind child can make a creation
collage, using small plastic animals and other tactile objects.
• A child with cerebral palsy and poor fine motor skills may not enjoy
coloring. Try enlarging the coloring sheet and taping it to the table so it
won’t slip. Large crayons might be easier for her to use than small crayons.
• Teach all children to use sign language for the Adventurer Pledge. This will
allow a deaf child or a child with a speech impairment to participate.
• A child with Down syndrome who exhibits delayed speech can act out
feelings and have an adult take a picture. Then the child can glue the picture
onto construction paper with the help of an adult.

Helping Hands Workbook | 27

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

ADDITIONAL IDEAS
• Invite a special education teacher to talk to the Adventurer staff.
• Visit your local library for books about children with disabilities.

28 | Helping Hands Workbook

SECTION
4
Helping Hands Meetings
Helping Hands enjoy hands-on activities that are
fun and engaging. These lessons let your Helping
Hands have fun exploring their world and
growing closer to Jesus.

Helping Hands Workbook | 29

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

• Theme
• Resources
• Stories, crafts, games, and songs
• List of materials

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

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

Each meeting fulfills a program requirement or the requirements for an

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

30 | Helping Hands Workbook

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

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

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

Helping Hands Workbook | 31

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

In Adventurer ministry, “staff” and “parents” are often synonyms. Many clubs around
the world are created and run by groups of parents with a shared goal -- a club
ministry for their kids.
However, in modern settings, parenting is complex. Adventurers provides a great
and safe refuge to help provide a structure, time, as well as spiritual and emotional
resources to assist parents. All parents want to succeed! Adventurers, if planned
correctly can provide resources to help all of us succeed!

Parents are strongly encouraged to be completely involved in the Adventurer program

-- volunteering to help with their child’s group, collecting the supplies, providing or
serving snacks, or leading out in field trips. At this stage of development, parents are
essential to the developmental, spiritual, and emotional growth of the children!
In addition, providing parenting seminars, social events, and shared experiences to
build the adult - parent community will make the Adventurer program even strong.
Friends (parents) working together, in a shared community, make things happen!

Ideas for parent involvement:

• Telling a story / reading a story to the group of Adventurers
• Playing an instrument for singing time
• Field trip planning and implementing
• Snacks
• Crafts and games set up / clean up
• Leading a game or craft
• Telling a story

32 | Helping Hands Workbook

Ideas to build successful parent communities:
• Family events outside of Adventurers
• Planning and carrying out service projects
• Planting a garden as a group (involve kids, share stories)
• Eat together
• Small group Bible studies after a meeting or on another evening. Stuy
stories of successful (and unsuccessful) parents in the Bible, Teachings of
Jesus, or other subjects the group is interested in
• Arrange prayer breakfasts, pray chats / texting, prayer times -- to pray for
each other, their spouses, relationships, and children.
• Assisting other families groups in need

Helping Hands Workbook | 33

 Helping Hands Scope and Sequence

MEETING 1 MEETING 2 MEETING 3 MEETING 4

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

a. Create a story chart

showing the order in
which these events took
place:
Paul, Martin Luther,
Repeat from memory Repeat from memory
Ellen White, Yourself
Requirements and accept the and accept the
Adventurer Pledge Adventurer Pledge b. Plan and act out a
skit or write a news
story about one of
those stories above, to
show how that person
is a spirtual hero.

Reading IV Hands of Service Bible IV

Award

Done

34 | Helping Hands Workbook

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

a. Spend regular quite a. List some special

time with Jesus to talk interests and abilities
and leard about Him. God has given you.
Learn the steps of
Keep a record. good decision-making.
b. Demonstrate and
b. Ask three people Explain or demon-
Requirements share your talent by
(other than family) strate how to use
earning one of the
why they decided to them to solve two
Adventurer awards
give their life to Jesus real-life problems.
that allow expressions
OR earn the Steps to of personal talents
Jesus award.

Steps to Jesus Hygiene

My Church
Award

Done

Helping Hands Workbook | 35

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

Help plan a special

family worship, family
Make a family flag or
Requirements night, or family outing.
banner
Report what you did
to your group.

My Picture Book Cooperation Early Adventist Pioneer

Award

Done

36 | Helping Hands Workbook

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

Complete two nature

Requirements awards not previously
earned

Country Fun Basket Maker Environmentalist Habitat

Bible Royalty Fruits of the Spirit Honeybee

Award

Carpenter Geologist Outdoor Explorer

* For more awards,

see page ??

Done

Helping Hands Workbook | 37

 BASIC

Help

1
on page 67
Repeat from memory and accept the Adventurer Pledge & Law

38 | Helping Hands Workbook

 BASIC

Help

2
on page 68
Complete the Reading IV award

1. Awarded to Adventurers who read, or listen while someone else reads (check on the
squares when you finish each one):

1 Samuel 1-3 from a modern A Bible story or book about

translation of the Bible Jesus

A book on family, friends, or

A book on health or safety
feelings

A book on history or missions A book on nature

Helping Hands Workbook | 39

 BASIC

Reading
Log

Name of Book Author Date Completed Time Spent

40 | Helping Hands Workbook

 BASIC

Help

3
on page 69
Complete the Hands of Service award

1. Read aloud the following Bible verses about service:

a. Acts 20:35

b. 1 Peter 4:10, 11

c. Galatians 5:13, 14

d. Matthew 20:28

e. Mark 10:44, 45

f. Philippians 2:1-11

2. Discuss the parable found in Matthew 25:31-46. Use the following questions in your
discussion.

a. What do you think the “sheep” and “goats” represent?

b. What actions are different between the “sheep” and the “goats” in this parable?

c. What actions of “service” does the king say are “blessed”? Why do you think these
actions are blessed?

d. What actions does your group, club, Sabbath School, and church do that are simi-
lar to those talked about in this parable?

e. Does it sound like the sheep are in the “habit” of serving? How can we get in the
“habit” of serving?

f. How does it feel to serve others?

Helping Hands Workbook | 41

 BASIC

3. Create a list of at least 10 things that Helping Hands could do to serve other people.
Include things that would help:

a. Your family

b. Your church community

c. Your school community

d. Your Neighborhood / the Neighborhood near your church

e. People in need

4. With your leaders, plan and carry out one of the service projects that you brainstormed
for “d. or e.” in the list above. Report to your Director, or as a club worship what you did and
the difference you feel it made for others and for yourself.

42 | Helping Hands Workbook

 God’s Plan to Save Me MY GOD

1 A. Create a story chart showing the order in which these events took place:
Paul, Martin Luther, Ellen White, Yourself
Help
on page 70

Helping Hands Workbook | 43

44 | Helping Hands Workbook
Helping Hands Workbook | 45
46 | Helping Hands Workbook
Helping Hands Workbook | 47
 MY GOD God’s Message to Me

Help

2
on page 71
Complete the (white) Bible IV award

1. Own or have use of a Bible.

2. Identify from a list the names of the books in the New Testament that tell the stories or
are letters from Paul and the Apostles.
3. Play a game or sing a song that helps you become acquainted with the books of the
New Testament in standard order.
4. Look at a Bible or modern map and find three cities that Paul visited on his journeys.
5. Retell or act out the story of Paul on the road to Damascus (Acts 9) when he encountered
Jesus and decided to follow Him. In your skit/story, explain why Paul’s conversion (accepting
Jesus as His Lord) is so important for Christianity and for you and your friends today.
6. Choose one of the stories of someone TELLING someone else about Jesus found in the
book of Acts. Do one of the following:
a. Identify the main character(s) and summarize the story briefly in written form.
b. Draw a cartoon/comic strip that tells the story and its value to us today.
c. Build a 3-D project that tells the value of the story today
7. Find, memorize, and explain three of the following Bible verses about giving your life to
Jesus:
a. Acts 16:31
b. John 1:12
c. Galatians 3:26
d. 2 Corinthians 5:7
e. Psalm 51:10
8. Brainstorm a list of modern spiritual heroes that you and your group admire. Share why
you have chosen each person you placed on the list.
9. Learn to find texts in the Bible quickly and accurately. Use a game or activity while learn-
ing this skill. Set goals and improve.

48 | Helping Hands Workbook

 God’s Power in My Life MY GOD

Help

3 A. Spend regular quiet time with Jesus to talk with Him and learn on page 72

about Him. Keep a record.

FAMILY worship TIME RECORD

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

Helping Hands Workbook | 49

 MY GOD God’s Power in My Life

Help
B. Ask three people (other than family) why they decided to give on page 73

their life to Jesus OR earn the Steps to Jesus award.

1. Understand the steps to salvation:

• God is love (1 John 4:8). God loves me very much (Jer. 31:3). God loves everyone
(John 3:16).
• I am a sinner. Everyone does wrong and is a sinner, thus everyone needs salvation
because sinners will die forever (Rom 3:23).
• God sent Jesus to die so I wouldn’t have to die forever (John 3:16). Then He rose
again as my Saviour (1Cor.5:3, 4). When I receive Jesus, all my sins will be forgiven (Isa.
1:18; Ps. 51:7-11; 1 John 2:1, 2).
• Salvation is a gift God gives me. I must personally ask Jesus to be my Saviour
• (John 1:12). God hears me when I pray.
• If I have accepted Jesus, I have become a new person, one who doesn’t want to do
wrong because I love Jesus and Jesus loves me (John 3:3-7; 2 Cor. 5:17).
• I can be sure that I am saved when I have asked Jesus to be my Saviour (John 3:26;
Heb. 13:5). Because I am sinful, I will still make mistakes. But I if I confess my sins to
Jesus, He will forgive me and remove my guilt completely (Jer. 31:34). God wants me
to confess to others who are hurt by my actions (1 John 1:9) and make restitution to
them (Luke 19:8), and then totally turn away from sin (John 8:11).

50 | Helping Hands Workbook

 God’s Power in My Life MY GOD

2. Read and discuss with an adult four of the following Bible stories on conversion/salva-
tion.
• The Ethiopian converted (Acts 8:26-40)
• Naaman washed clean (2 Kings 5)
• Jesus loves children (Matt. 19:13-15
• The lost coin, sheep and son (Luke 15)
• Zacchaeus (Luke 19:1-10)
• Jailer converted (Acts 16:21-34)
3. Memorize John 3:16, Acts 16:31, and 1 John 1:9.
4. Spend a regular quiet time with Jesus.
5. Make a personal choice to accept Jesus as Saviour and Lord. Discuss your decision with a
parent or club teacher
• Trace around your foot on paper and decorate any way you like, including the
words of commitment: I (your name) have taken my first steps to Jesus today
(date) with (adult witness’ name).
• Show the foot (commitment response to a club teacher, to receive a certificate and
award patch.

Helping Hands Workbook | 51

 MY GOD God’s Power in My Life

I _____________
have taken my first
steps to Jesus
today ________
with ____________.

52 | Helping Hands Workbook

 God’s Power in My Life MY GOD

Help
on page 74
C. Complete the My Church award.

1. Understand the meaning and memorize I Corinthians 3:16 and learn the song
“Lord, Prepare Me to Be a Sanctuary.”
2. Know the name of your church, and write the address. As a club, draw a mural
with the church in the center and include each Adventurer’s house in relation to
your church, naming all roads and streets as a map to the church.

3. Who is your pastor and what is his/her responsibility? Ask the following questions.
a. Why did you decide to become a pastor?
b. At what age did you decide to become a pastor?
c. Was there something that happened in your life that caused you to want
to be a pastor?
d. Can I be a pastor, if God calls me?
e. How can I prepare for a life to serve God?
f. How can I be a minister right now?

Helping Hands Workbook | 53

 MY GOD God’s Power in My Life

4. Draw the floor plan of your church. If your church has the following, label them on your
map.
a. Sanctuary
b. Church Office
c. Your Sabbath School Room
d. Fellowship Hall
e. Restrooms
f. Adventurer Room
g. Community Service Room

54 | Helping Hands Workbook

 God’s Power in My Life MY GOD

5. What is a church board and what is its function?

6. Name 10 members on the church board. What position(s) do they hold?
i-
ii-
iii-
iv-
v-
vi-
vii-
viii-
ix-
x-

7. Explain how you can help God in your church every week starting this week?

Helping Hands Workbook | 55

 MY SELF I Am Special

Help
on page 76

1 A. List some special interests and abilities God has given you.

Ephesians 2:10

“We are God’s accomplishment, created in

Christ Jesus to do good things.”

56 | Helping Hands Workbook

 I Am Special MY SELF

B. Demonstrate and share your talent by earning one of the Adventurer

awards that allow expressions of personal talents.

Helping Hands Workbook | 57

 MY SELF I Can Make Wise Choices

1 Learn the steps of good decision-making. Explain or demonstrate

how to use them to solve two real-life problems..
Help
on page 76

Steps:
1. Define the problem
2. Brainstorm all possible solutions
3. Consider the consequences for yourself and others
4. Decide on a solution and carry it out

58 | Helping Hands Workbook

 I Can Care for My Body MY SELF

1 Complete the Hygiene award Help

on page 77

1. Find, read and discuss Psalm 119:11, 51:10, and 19:14.

2. Learn about personal cleanliness.
3. Discover three important times for washing your hands.

4. Practice proper brushing of teeth.

5. Discuss regular bathing and how to keep your hair clean.
6. How many glasses of water should you drink daily?
7. Is it important to keep your clothing clean?

Helping Hands Workbook | 59

 MY FAMILY I Have a Family

Help

1
on page 79
A. Make a family flag or banner.

60 | Helping Hands Workbook

 I Have a Family MY FAMILY

B. Complete the Picture Book award, using pictures from your family’s history.

Help
1. Make a picture book of at least 6 pages. on page 80

2. All pages must have some form of decoration on it.

3. Describe each picture in the book.
4. Memorize Joel 1:3 and discuss the meaning.
5. Share your picture book with others and explain why you picked these pictures.
Did sharing your book help you understand Joel 1:3?

Joel 1:3 (ESV)

“Tell your children of it, and let your children tell

their children, and their children to another
generation.”

Helping Hands Workbook | 61

 MY FAMILY Families Care for Each Other

Help

2
on page 80
Help plan a special family worship, family night, or family outing.\
Report what you did to your group.

62 | Helping Hands Workbook

 My Family Helps Me Care for Myself MY FAMILY

Help

3
on page 81
Complete the Cooperation award.

1. Read and discuss Acts 4:32-37, Exodus 35:20-29, Exodus 36:2-7.

2. What is cooperation?
3. Why is cooperation important in your family, school, and church?
4. Role play a Bible story about cooperation.
5. Sing a cooperation song.
6. Play a cooperative game.
7. Make a cooperative craft with your group.

Helping Hands Workbook | 63

 MY WORLD The World of Friends

Help

1
on page 83
Complete the Early Adventist Pioneer award

1. Name five Adventist Pioneers and tell something about each.

2. Read a story about an Adventist Pioneer.

3. Learn an early Adventist hymn. Memorize the first verse.
4. Make and taste a batch of granola; tell what granola had to do with the pioneers.
5. Paint, tie-dye, or decorate a plain bandana or similar “costume” item. Use the costume
item created to dress-up as a pioneer.
6. Memorize Rev. 14:12.
7. Hold a large book like Ellen White did in her vision and time yourself.
8. Play an early American game.
9. Do an early American craft.

64 | Helping Hands Workbook

 The World of Other People MY WORLD

Help

2
on page 85
Complete the Country Fun award

1. Pick a country you want to study.

2. On a world map find the location of the country and identify what continent it is on.
3. Find, draw or trace a map and flag of your country.

4. Learn six facts about the country, such as those suggested below.
a. Draw or find a picture of the native dress
b. Learn a Sabbath or secular song.
c. Listen to the national anthem.
d. Learn to play a Sabbath or secular game.
e. Name the main religion(s).
[Link] a stamp, postcard or coin.
g. Read or listen to a legend, myth or story.
5. Make a simple craft or food from the country.
6. Read in the Bible how languages originated at the tower of Babel. (Genesis 11:1-19).

Helping Hands Workbook | 65

 MY WORLD The World of Nature

3 5. Complete two nature awards not previously earned

Help
on page 85

Additional Awards Designed for Helping Hands:

Basket Maker
Bible Royalty
Carpenter
Environmentalist
Fruits of the Spirit
Geologist
Habitat
Honey Bee
Outdoor Explorer
Pearly Gate
Prayer Warrior
Rainbow Promise
Reporter
Safe Water
Sign Language
Skater
Stamping Fun Art
Steps to Jesus
Tabernacle
Technology

66 | Helping Hands Workbook

 Helping Hands Instructor Help
General notes
If you are able to decorate a space for the Helping Hands each meeting, it will help those who learn by
experiencing to learn more readily.
If your space allows, having a “story center,” “game center,” and “craft center” each set up ahead of time
(and staffed by adults) will help your meeting go quickly and smoothly.

Basic
I. Do the following

A. Repeat from memory and accept the Adventurer Pledge & Law
Pledge: Because Jesus loves me I will always do my best.
Law:
Jesus can help me to:
• Be obedient
• Be pure
• Be true
• Be kind
• Be respectful
• Be attentive
• Be helpful
• Be cheerful
• Be thoughtful
• Be reverent
By the time Helping Hands repeat the Adventurer Pledge and Law for you, they may have been
Adventurers for their 6th year. That means they have it memorized (potentially better than you do).
However, it is key that they understand what it means to maturing “almost Pathfinder” young
people.
Challenge them to think outside themselves and imagine what THEIR community would be like if
everyone accepted (and lived in accordance with) the Pledge and Law.
Have a discussion. That means the leader does questions (open ended) and the kids do most of the
talking!
Creating an environment where discussion is fun and positive is essential. You can do that by
helping all feel involved (even the quiet ones), not allowing one or two to dominate the discussion,
and affirming all answers, even those that need guided to be more directly appropriate to the
questions asked
If you have several parent volunteers and a larger group, more people can discuss if the groups are
smaller (2-3 kids and an adult).
Questions you might ask:

Helping Hands Workbook | 67

 1. How would church be different if everyone lived out the pledge and law?
2. Are there things you or your family would do more often if….
3. Are there good things that would happen in our neighborhood/village/town/city if most of the leaders
lived by the words in the Pledge and Law?
4. What is your favorite line in the law? Why? How does it help you be a better person?
5. Why does God need to help us do the things in the law? When have you felt God helping you keep the
law?

B. Demonstrate real life situations where the Pledge and Law help you respond to situations in
a Christ-like way. Illustrate or act out those situations.
After you have discussed the questions listed above or similar “application” questions, encourage
kids to “write or plan” a short skit OR make an illustrated artistic rendering (poster, sand art,
sidewalk art, song, digital media, etc.) that shows situations where the Pledge and Law would be
helpful.
If you have a large group, divide up the different law portions to different groups of 2-3 kids. If you
have smaller HH groups, either choose some favorites. Don’t let the “planning” drag on too long.
Some teachers enjoy miming (silent acting) different scenarios, then letting the HH’s guess which
law should be applied AND WHY they think so.
Most of the statements in the law are social expectations by many people, regardless of spiritual
awareness, so having a non-Christian audience to see the acts, art, or other depictions might do a lot
to advertise the value of your adventurer club.

II. Complete the Reading IV award

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

1. 1 Samuel 1-3 from a modern translation of the Bible.

2. A Bible story or book about Jesus.
3. A book on health or safety.
4. A book on family, friends, or feelings.
5. A book on history or missions.
6. A book on nature.
Helps:
1. 1 Samuel 1-3 is the story of Hannah and the birth and giving of Samuel to God. Bible apps such as
Youversion, Biblegateway, Olive Tree, and others all make it easy to read this story in the translation
of your choice. Bible gateway has an extensive list of languages from around the world as part of a
free download. Several websites also make it easy to listen to or read the passage on their website.
2. There are many books about Jesus. The important part is to find one for your child’s developmental
level.
Bible App for Kids is a ministry of Youversion Bible Inc. and provides nearly 50 interactive Bible
stories for kids. There is an animated storybook app with vivid illustrations and sound as well as
interactive touch screen interactions. The games and activities help kids remember what they learn.
The navigation is simple for kids and there are no in-app purchases. There is also a printed kid’s

68 | Helping Hands Workbook

 Bible that has the same stories and graphics. See your device’s app store.
[Link] has illustrated and color pages for sixty different Bible stories available for
download and printing in 132 different languages. There are 18 stories about Jesus (including
Powerpoint, coloring pages, and storybook pages) [Link] or your device’s App
store.
Book Reading is usually “assigned” and done as a parent-child activity. As the children complete
the activity have them REPORT their findings at club meetings.
Idea: Main character charade - have the parent and child work together to tell you ONE STORY
from their reading award book about the MAIN character.

III. Complete the Hands of Service award

Requirements:

1. Read aloud the following Bible verses about service:

a. Acts 20:35
b. 1 Peter 4:10, 11
c. Galatians 5:13, 14
d. Matthew 20:28
e. Mark 10:44, 45
f. Philippians 2:1-11
2. Discuss the parable found in Matthew 25:31-46. Use the following questions in your discussion.
a. What do you think the “sheep” and “goats” represent?
b. What actions are different between the “sheep” and the “goats” in this parable?
c. What actions of “service” does the king say are “blessed”? Why do you think these actions are blessed?
d. What actions does your group, club, Sabbath School, and church do that are similar to those talked about
in this parable?
e. Does it sound like the sheep are in the “habit” of serving? How can we get in the “habit” of serving?
f. How does it feel to serve others?
3. Create a list of at least 10 things that Helping Hands could do to serve other people. Include things
that would help:
a. Your family
b. Your church community
c. Your school community
d. Your Neighborhood / the Neighborhood near your church
e. People in need
4. With your leaders, plan and carry out one of the service projects that you brainstormed for “d. or e.”
in the list above. Report to your Director, or as a club worship what you did and the difference you
feel it made for others and for yourself.
Helps:

Missing Help for this section.

Helping Hands Workbook | 69

My God
I. God’s Plan to Save Me

A. Create a story chart showing the order in which these events took place: Paul, Martin Luther,
Ellen White, Yourself.
A story chart is simply a variation on a “coloring book.” The story chart is cumulative, meaning that
when the story pages are put together (see Activity book for each year), the story of the Bible is told
from Creation, to the cross, to the second coming. Each story chart has a minimum of four pages,
though some may have six or seven.
A lapbook is similar in many ways to a scrapbook or portfolio, but a younger version. Search online
using the terms “what is a children’s lapbook” for definitions and a lot of new ideas on how to make
one with your child(ren).
The chart topic for Busy Bee is an overview of missions and heroes from the book of Acts, through
the ages to the modern era. For the first time, the child gets to see herself/himself as a part of the
story of Jesus/God.
Seventh-day Adventists believe that spirituals gifts, including the gift of prophecy is a mark of the
remnant church. That is why Ellen White is included in the list of story heroes. For some of your
Helping Hands, this may be their first exposure to Ellen White. If so, reading a simple book about
her life and role might be helpful. “Who Was Ellen White for Kids” by Jerry D. Thomas (Pacific Press)
gives an extensive introduction over several lessons.
The Ellen White Estate offers several books in e-text format on their website, that tell stories about
Ellen White or stories from her life and experience. These texts range in application and reading
complexity, and thus will require pre-selection.
Resource: [Link]
You may use the pictures in the Activity Book to color or paint (choose what types of paint carefully),
or you may find images for each of the seven days (including the Sabbath rest) on the internet or
Christian coloring book.
[Link] has illustrated and color pages for sixty different Bible stories available for
download and printing in 132 different languages. [Link]
Teaching Idea: Learning Cubes
Materials: Pre-assembled paper cubes, one set per 4-5 Helping Hands plus their parent/instructor;
markers;
Ahead of time: The first cube should be decorated with the name of a hero on each side, on the
second cube write one of the following words: who, what, when, where, why, how -- one-per-side.
This activity can be done as an introduction prior to the creation of the story chart, or as a way to
share the stories they have remembered while creating the chart.
Note: Since several of these heroes are not ones that many Helping Hands know very much about,
reading stories or informing the kids ahead of time who/what/why/when/where/how for each of the
characters might be necessary.
Process: Have the Helping Hands sit in a circle on the floor. Give the cubes to one child and have
him or her roll them. That child will now ask a question based on the word and picture/person that
is facing up. For example, if “why” and “Martin Luther” land face up, the child might ask, “Why did

70 | Helping Hands Workbook

 Martin Luther translate the Bible into German?” The other Helping Hands can answer the question.
Continue around the circle until time is up. You will find the need to GUIDE the discussion of
“Yourself” to be sure that they remember that they are the spiritual heroes today and into the future
-- thus questions should focus on how their lives and experience help others know Jesus.

B. Plan and act out a skit or write a news story about one of the stories above, to show how
that person is a spiritual hero.
Adults can help the child remember the parts of the story by asking questions to guide their
storytelling and/or providing hands-on reminders of the day or event they are talking about.
If working with a group of children, have individuals or pairs (with a parent-helper) each create a
picture or a short skit/story summary, so that each of the stories in the series is reported on!
If the group decided to write news stories, paper and pencils should be supplied. Some Helping
Hands might even have the ability to create news stories for sharing verbally or visually using apps
on their electronic devices. Plan ahead for ways you can guide their creation process without
causing chaos or using up too much club time.

II. God’s Message to Me

A. Complete the (white) Bible IV award.

Requirements:
1. Own or have use of a Bible.
2. Identify from a list the names of the books in the New Testament that tell the stories or are letters
from Paul and the Apostles.
3. Play a game or sing a song that helps you become acquainted with the books of the New Testament
in standard order.
4. Look at a Bible or modern map and find three cities that Paul visited on his journeys.
5. Retell or act out the story of Paul on the road to Damascus (Acts 9) when he encountered Jesus and
decided to follow Him. In your skit/story, explain why Paul’s conversion (accepting Jesus as His Lord)
is so important for Christianity and for you and your friends today.
6. Choose one of the stories of someone TELLING someone else about Jesus found in the book of Acts.
Do one of the following:
a. Identify the main character(s) and summarize the story briefly in written form.
b. Draw a cartoon/comic strip that tells the story and its value to us today.
c. Build a 3-D project that tells the value of the story today
7. Find, memorize, and explain three of the following Bible verses about giving your life to Jesus:
a. Acts 16:31
b. John 1:12
c. Galatians 3:26
d. 2 Corinthians 5:7
e. Psalm 51:10
8. Brainstorm a list of modern spiritual heroes that you and your group admire. Share why you have
chosen each person you placed on the list.
9. Learn to find texts in the Bible quickly and accurately. Use a game or activity while learning this
skill. Set goals and improve.

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 Helps:
1. This is a requirement that is essential for training our young people to open God’s word. Electronic
and print Bibles that they own or have access to both apply.
2. Acts-Jude all are books that are either stories or letters about Paul and the apostles. Acts is
narrative, while the remaining books are letters (epistles).
3. Teaching Idea:
Song: There are a number of songs that you can use to help learn these. Use your preferred search
engine and search “song books of the New Testament.”
Game: Collect household boxes of a variety of sizes (large cereal boxes to tiny baking boxes) or sized
slips of paper to represent the relative size of each book - each team then races the others to put
them in standard order as quickly as possible.
4. Acts 13-25 show the four trips of Paul, and the sub-headings in each chapter tell you where Paul
is visiting. Maps usually appear in the back of many print Bibles. Usually there is a map labeled
“Paul’s Missionary Journeys.” For digital maps search “bible map paul missionary journeys.”
5. Helping Hands should be applying this story to THEIR life. Make sure the discussion is KID centered
with guidance….but don’t give away the “answers”!
6. Colored paper and markers will help with “b.” Three options are given to address different learning
styles.
7. Help the children understand the meaning of each passage and how it can apply to their lives.
8. None available.
9. Bible sword drill is a fun and interactive way for the whole class to learn this skill. It will require
practice at home with families too.
Teaching Idea: Read-aloud
Materials: Three or four of the Bible passage printed out in LARGE PRINT so that the whole group
can read the words. Use the easiest reading version of scripture allowed in your church context.
Among English translations, the New International Revised Version, and International Children’s
Bible are both written with short sentences and simple words.
Procedure: Read the texts aloud and discuss them quickly. Don’t spend too long on each text. The
goal is to introduce kids to lots of different parts of the Bible that are useful for lots of different
kinds of things (2 Timothy 3:16-17). Enjoy the quick trip through the Bible with your children’s
group.
#6-#7 - NOTE: The goal is to do a craft / activity to help the children remember the THEME or MAIN
POINT of a few of the Bible texts. “Memorize” doesn’t mean that the child remembers it word for
word weeks or months later in order to achieve the award!

III. God’s Power in My Life

A. Spend regular quiet time with Jesus to talk with Him and learn about Him. Keep a record.
“The family that prays together, stays together” is a saying that has been a part of Christian homes
for generations.
Adventurer meetings can model HOW to complete a successful family worship during Little Lamb
class time or during a Parent Training meeting.

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 Teaching Idea: Model a Family Worship
Materials: Bible story books appropriate for the age group. Be sure the story books are interesting
to this age group, are written for them (so as to avoid “adult” topics that are present in Bible stories
but which are not appropriate to read at this age level), and simpler sentences than older kids or
adults would read for their own devotions. Musical tools (instrument or simply kid’s song book or
DVD/Youtube for kids songs) are a great way to include music in your worship.
Procedure:
Note: The worship should last no longer than 10-12 minutes, with each element no longer than the
age of the participants +1.
Ask each child for a favorite Jesus song. Use musical tools to sing it together. Next, read a single
story (or even a couple of pages if the story is long). Have each child and adult say a simple one or
two sentence prayer. “Thank you” prayers that help the child review the events of her day in light of
God’s guidance and care are especially appropriate for this age group.
The Activity Book contains a page for recording the regularity. The instructor should NOT force
every day, since the child is not the one in charge, but instead should encourage regularity and, if
applicable, an improved habit.

B. Ask three people (other than family) why they decided to give their life to Jesus OR earn the
Steps to Jesus award.
Helps:

Coach the child, if needed, with simple questions like “how do you show other people that Jesus
cares for them?” or “what are ways you show Jesus’ love to people?”

Also coach the children on how to say “thank you” for the meaningful conversation.

If this is a group exercise, be aware of time and don’t let this discussion degrade to disfunction.
My Friend Jesus award (optional)
Requiremets:
1. Understand the steps to salvation:
a. God is love (1 John 4:8). God loves me very much (Jer. 31:3). God loves everyone (John 3:16).
b. I am a sinner. Everyone does wrong and is a sinner, thus everyone needs salvation because sinners will
die forever (Rom 3:23).
c. God sent Jesus to die so I wouldn’t have to die forever (John 3:16). Then He rose again as my Saviour
(1Cor.5:3, 4). When I receive Jesus, all my sins will be forgiven (Isa. 1:18; Ps. 51:7-11; 1 John 2:1, 2).
d. Salvation is a gift God gives me. I must personally ask Jesus to be my Saviour
e. God hears me when I pray. (John 1:12).
f. If I have accepted Jesus, I have become a new person, one who doesn’t want to do wrong because I love
Jesus and Jesus loves me (John 3:3-7; 2 Cor. 5:17).
g. I can be sure that I am saved when I have asked Jesus to be my Saviour (John 3:26; Heb. 13:5). Because I
am sinful, I will still make mistakes. But I if I confess my sins to Jesus, He will forgive me and remove my
guilt completely (Jer. 31:34). God wants me to confess to others who are hurt by my actions (1 John 1:9)
and make restitution to them (Luke 19:8), and then totally turn away from sin (John 8:11).
2. Read and discuss with an adult four of the following Bible stories on conversion/salvation.
a. The Ethiopian converted (Acts 8:26-40)
b. Naaman washed clean (2 Kings 5)

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 c. Jesus loves children (Matt. 19:13-15
d. The lost coin, sheep and son (Luke 15)
e. Zacchaeus (Luke 19:1-10)
f. Jailer converted (Acts 16:21-34)
3. Memorize John 3:16, Acts 16:31, and 1 John 1:9.
4. Spend a regular quiet time with Jesus.
5. Make a personal choice to accept Jesus as Saviour and Lord. Discuss your decision with a parent or club
teacher
a. Trace around your foot on paper and decorate any way you like, including the words of commitment: I
_____(your name) have taken my first steps to Jesus today____(date) with ____(adult witness’ name).
b. Show the foot (commitment response to a club teacher, to receive a certificate and award patch..
Helps:
1. Make these concepts as simple as needed for the child to grasp. The most important concept is that
she/he recognize the nature of sin (wrong doing) and its consequences (eternal death), and then ask
Jesus to forgive and be his/her Saviour.
2. These stories would make a great children’s church sermons, club devotionals or family worship.
Create wonder-inspiring moments for the child to understand God’s great interest in his/her
salvations.
3. Suggestion: illustrate the texts on a bookmark for their personal Bible or give to someone who
wants to know more about Jesus
4. Encourage a planned, regular time with God—can be with parent, family worship, club, or alone.
Commitment is key, foundational, and needs to be continuing through a personal relationship
growth.
5. Personal commitment in young children is often spontaneous and publicly shown. But this award
encourages a personal decision made contemplatively at home with parents. However, when a
home-inspired decision is not possible, a teacher or other caring individual may be the best one to
nurture this first step as privately as possible. Warmly welcome the child as the newest member of
the family of God, assuring them of God’s unfailing love, acceptance, forgiveness, and great care.
Recommended an extra project. Encourage the child to further respond in their own way—create
a song, poem, painting, drawing, sculpture or express themselves with video, camera or computer.
(But never force). .

C. Complete the My Church award.

Requirements:
1. Understand the meaning and memorize I Corinthians 3:16 and learn the song “Lord, Prepare Me to
Be a Sanctuary.”
2. Know the name of your church, and write the address. As a club, draw a mural with the church in
the center and include each Adventurer’s house in relation to your church, naming all roads and
streets as a map to the church.
3. Who is your pastor and what is his/her responsibility? Ask the following questions.
a. Why did you decide to become a pastor?
b. At what age did you decide to become a pastor?
c. Was there something that happened in your life that caused you to want to be a pastor?
d. Can I be a pastor, if God calls me?
e. How can I prepare for a life to serve God?

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 f. How can I be a minister right now?
4. Draw the floor plan of your church. If your church has the following, label them on your map.
a. Sanctuary
b. Church Office
c. Your Sabbath School Room
d. Fellowship Hall
e. Restrooms
f. Adventurer Room
g. Community Service Room
5. What is a church board and what is its function?
6. Name 10 members on the church board. What position(s) do they hold?
7. Explain how you can help God in your church every week starting this week?
Helps:
1. Use your favorite search engine to find a video “lord prepare me to be a sanctuary lyrics”
2. Parents help their children.
3. Make a list of questions for your pastor prior to arrival. Examples are listed. This activity may be
done as a unit or when the Pastor comes to visit the club. Many Helping Hands share the questions,
or even give the questions to the pastor ahead of time so that he/she has well thought out answers
to give. Your pastor may be willing to help you complete the other requirements for this award!
4. Leader, give the Adventurers a tour of the church. Then have the Adventurers act as tour guides to
the different rooms or areas of the church. Next ask the Adventurers to label a pre-drawn map of
the church inserting the different rooms into the correct localities.
5. Invite the Pastor and board members to model a board meeting during an Adventurer club
meeting. Optional – role-play a board meeting using a child-friendly agenda. Ask the Adventurers
to pretend to be adults sitting as active members on a board. Optional – have a staff meeting so
the Adventurers may see all that goes into getting a meeting ready for them. (Suggestion: On the
Adventurer Sabbath, say “Thank you for guiding our church.”)
6. Discuss work done, type of personality and experience needed for each position. Help the
Adventurers choose different people for interviewing. Create a list of questions together and use
them while interviewing. Think about the following:
a. Talk about each position and explain each roll and the service given to God. (Most church positions are
volunteer
b. What position would each child prefer most? And why?
c. Discuss with the children how to prepare for a life of service dedicated to God. Discuss what kind of
education would help each child prepare for their favorite job.
7. Details
a. Children help the teacher by leaving each room neat and orderly after Sabbath school.
b. Never leave stray items, paper, bulletins, hymnals, Bibles, or other items out of place in the _____
Sanctuary as you leave the church service.
c. Be helpful and cheerful to_______ everyone you meet at church.

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My Self
I. I Am Special
A. List some special interests and abilities God has given you.

Teaching Idea: U R Special Name Acronym

Procedure: Read Ephesians 2:10 and discuss it with the Helping Hands: “We are God’s
accomplishment, created in Christ Jesus to do good things.” Then give each child a sheet of
construction paper. Place the sheet of construction paper lengthwise and have each child use
stencils to write her or his name down the left side of the paper. Children with short names can
write their middle and/or last name too. For each letter of their names, the children should write a
word, phrase, or sentence that describes themselves. For example, a child named Anna might write
A = artistic, N = nice to others, N = never whines, A = always happy. Once they have written the
words, have them color each letter of their name.
A variation of this game is to put their name paper on their back with masking tape, then have their
friends come and write in the acronym (with more than one option written for each letter). ALL
must be affirming! After all letters are full for everyone, they can remove the paper from their back
and read about themselves!
B. Demonstrate and share your talent by earning one of the Adventurer awards that allow expressions
of personal talents.

Teaching Idea: Talent Show-n-Tell

Materials: those brought in by the Helping Hands (see procedure description)
Procedure: Ahead of time: Ask the children to bring in objects that represent their talents. They may
bring musical instruments, crafts they have made, sports equipment, etc.
Begin by reading Timothy 4:4 “Everything that has been created by God is good.” (CEB). Remind
the Helping Hands that God created them with the talents and abilities that they have. THEIR
combination of talents and abilities is unique to them!
Have the children share their talents through a talent show or show and tell. If a child is stuck, have
an adult brainstorm with him or her. NOTE: This game does NOT complete all of the requirement.
Awards that might apply to this requirement include:
Carpenter, Environmentalist, Reporter, Sign language, Stamping Fun Art, Technology, or other
awards from previous years.

II. I Can Make Wise Choices

A. Learn the steps of good decision-making. Explain or demonstrate how to use them to solve two
real-life problems.
Steps:
1. Define the problem
2. Brainstorm all possible solutions
3. Consider the consequences for yourself and others
4. Decide on a solution and carry it out

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 Note to leader -- For young children, adults are affirmed for helping kids choose a list of positive,
good choices from which to choose from. Personal growth is learning to choose good from among
bad, but as children 10 years of age or younger, guidance is necessary!
Teaching Idea: Role Play
Ahead of Time: Write out scenes on the index cards about making decisions for the children to role
play. On a dry erase board, write out the following steps for making good decisions:
Materials: Index pens, dry erase board, markers
Procedure: Randomly pull these scenarios from the bag and have Helping Hands discuss. This
might be a good meeting to have a Bible worker, pastor, or Bible teacher assisting, just in case the
discussions need deeper guidance from Biblical sources.
Begin by reading over the four steps of good decision making (posted /printed for all to see) Then
divide the children into small groups, giving each group a card that has a decision-making dilemma
written on it. Have one group at a time read their card out loud and then respond to the scenario
by role playing a bad choice and then a good choice. Use role playing situations that are relevant to
your Helping Hands. Here are some examples to get you started: REVISE for your situation!
• You’re sitting with two friends at lunch, Alexi and Zac. Alexi leaves to throw away some trash and Zac
starts to tell you a story about Alexi. The story sounds like gossip that would hurt Alexi’s feelings.
• You’re watching your classmates do math problems on the board. You think the problems are easy, but
some students are having a hard time. Then one student, who isn’t very popular because she thinks she
has all the answers, makes a simple mistake.
• A water pipe broke at your school, ruining books, computers, and carpeting. The school asks for
volunteers to help clean up the mess. Your friends say that it’s the school’s problem and they are going to
stay at home.
• You try to throw an apple core in the trash, but it lands on your teacher’s open grade book, making a
sticky mess. When she sees it, she blames the wrong student, someone who has bullied you in the past.
• You find out that English isn’t the first language of a new boy in your class. You tell a couple of your
friends. Now whenever they see the new kid, they make fun of his accent and pretend they can’t
understand him. This activity was adapted from Think It Through at [Link].

III. I Can Care for My Body

A. Complete the Hygiene award
Requirements:
1. Find, read and discuss Psalm 119:11, 51:10, and 19:14.
2. Learn about personal cleanliness.
3. Discover three important times for washing your hands.
4. Practice proper brushing of teeth.
5. Discuss regular bathing and how to keep your hair clean.
6. How many glasses of water should you drink daily?
7. Is it important to keep your clothing clean?
Helps:
1. Discuss importance of using kind and “clean” words as Jesus would have us do. Locate the texts,
discuss what they say.

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 2. Make it interesting while you learn—remember that many may not be taught the basics of
cleanliness at home. Play games, sing songs or make posters to instill the basic principles. You may
choose to see a video, read a book or have a health specialist come talk with the children.
3. Teach the importance of clean hands before eating, after going to the rest room, and before
handling food. Using a microscope look at their hands. Have them wash with soap as they would
normally wash, place them under a microscope again, wash again carefully and look at the
difference.
4. Brush your teeth, for two minutes, at least twice each day. Eat a balanced diet, cut back on sugary
and starchy foods, don’t chew on hard substances such as ice or popcorn kernels. Have a dental
person come to show proper brushing (they may be willing to give each child a tooth brush or other
items).
5. A clean body is healthier. Share with the children some problems if they do not keep clean. For
example, lice, colds, etc. Play beauty shop and show how to properly wash hair, dry and comb it. You
may wish to have a beauty operator talk to them and show good health habits for their hair and
hands.
6. The outside of your body needs water to keep clean and the inside of your body needs water to
keep healthy. You need sufficient liquids each day to stay hydrated. The old rule was 8 8 oz (240
ml x 8), but recent studies say that a person’s needs vary widely, since water is found in fruits,
vegetables, and other liquids. The important part is to stay hydrated, watching your body for signs
of dehydration. Share with them how God made their body and planned it the way it is.
7. It is also important to keep our clothing clean so we will look and feel healthy. After playing or
working it is important to bathe and put on clean clothing.
Caution to leaders: It is easy for this to become a “you should do this” lecture rather than a learning
experience. This award is best taught interactively and creatively instead of as a “simple discussion”
or lecture.
Teaching Idea: Glitter Hands (requirements 2 & 3)
Materials:
Glitter, in a variety of colors; Large clear plastic baggies; Soap; Towels; Hand-washing station; Dry
erase board or large sheet of paper; Marker
Procedure:
Ahead of time: Write the steps for good hand-washing on the dry erase board:
• Wet hands with warm running water
• Add soap and lather to the front and back of hands, between fingers, and around nails
• Rinse hands with warm running water
• Pick up a clean towel and use it to turn off the faucet
• Dry hands
Begin by having each child stick his or her hands in the glitter. (Only one color of glitter per child.)
Next have the children shake hands with each other. Have the children check how many different
colors of glitter they now have on their hands. Explain that 80% of germs that cause infectious
diseases like colds or the flu are spread by touch.
Using the dry erase board, talk about how to correctly wash hands to get rid of as many germs as
possible. Then have the children wash all of the glitter off their hands., following the steps for good
hand-washing.

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 Source: NAD Helping Hands Guide
Teaching Idea: Visiting Dentist / Dental Medical Worker
Materials: none NOTE - some dental offices will send tooth brushing supplies for all the Helping
Hands to use with their dental worker.
Procedure: Ask the dental presenter to demonstrate and talk about the value of dental hygiene.
Make sure you leave time for questions! Encourage the dental hygiene presenter to be creative and
hands-on for their presentation. If possible have a “game” to help kids demonstrate dental hygiene.
Factoid: an International Camporee in Oshkosh WI, USA attempted to break the Guiness World
Record for the most people brushing their teeth simultaneously.

My Family
I.

A. Make a family flag or banner.

Using your favorite search you can find several applicable teaching ideas: using search terms:
teaching idea elementary +”family flag”
Teaching Idea: Family Flag
Materials: 9 × 12 in (23 × 30.5 cm) sheets of construction paper in a variety of colors; Additional
construction paper; Scissors; Glue; Markers; Yarn; Scraps of fabric; Additional objects that can be
used to decorate the flags; Dry erase board or large sheet of paper.
Procedure: Ahead of time: Read about your country’s flag and find out what its colors and symbols
mean.
Ask the children why countries or organizations have flags. On the board write some colors and
some of their associated meanings, such as:
• Red: passion, action, bravery
• Orange: optimism, warmth, energy
• Yellow: hope, happiness, enthusiasm
• Green: growth, nature, renewal
• Blue: trust, peace, loyalty
• Purple: uniqueness, creativity, imagination
• Pink: love, compassion, playfulness
• White: purity, innocence, cleanliness
• Black: strength, protection, mystery
Common flag symbols are stars, stripes, the sun, the moon, crosses, triangles, and squares and their
meanings vary from country to country. Share what the colors and symbols on your country’s flag
represent.
Ask the children to think about what is important to their family (honesty, helping each other, being
kind). Then have the children create a flag that represents their family.
Have each child select a sheet of construction paper for the background of the flag. The color should
represent an important trait about his or her family. Then have the children decorate their flags
with symbols that represent a value that’s important to their family or an activity their family likes
doing together. The children can make up the meanings for their symbols. Have the children share

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 the meaning of the colors and symbols on their flags. Also, encourage them to share the flag and its
meaning with their family.
Source: NAD Helping Hands Guide

B. Complete the Picture Book award, using pictures from your family’s history.
Picture Book Award Requirements:
Requirements:
1. Make a picture book of at least 6 pages.
2. All pages must have some form of decoration on it.
3. Describe each picture in the book.
4. Memorize Joel 1:3 and discuss the meaning.
5. Share your picture book with others and explain why you picked these pictures. Did sharing your
book help you understand Joel 1:3?
Helps:
1. Create a family picture book or chose any subject, object or theme as the basis for your book.
Include photos, magazine pictures and/or drawings.
2. Use a variety of materials to decorate the book.
Items could include: colored or printed paper, stickers, punch-outs, decorative scissors, buttons, foam
cut-outs, embellishments, beads, confetti or other cut-outs. REMEMBER: There is no requirement to
buy expensive or fancy scrapbooking supplies!
3. A short description of the picture can be included in print/script OR be part of a book verbal show-
n-tell.
4. Joel 1:3 (ESV) Tell your children of it, and let your children tell their children, and their children to
another generation.
Meaning points: picture books help us remember important points in our lives. It gives us a chance
to tell people about something important a long time from now. The discussion could evaluate what
important events they are wanting to put in their book match the Bible text (and how).
Important events such may include baby dedications, baptism, public speaking, performing for
church or school, family vacations, mission trips.
Share your book with family, club, school or with friends.

II. Families Care for Each Other

A. Help plan a special family worship, family night, or family outing. Report what you did to
your group.
The overarching goal of this requirement: Children are gifted and capable of being part of the
planning for family activities, whether spiritual, recreational, of social. Giving the kids tools to lead
or actively assist in making family activities happen is the MOST IMPORTANT goal. In many cultures,
the role of the instructor will be to not only help them find a plan that works, but also convince the
parents to let the Helping Hand follow through with enacting the plan.

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 Teaching Idea: Build a Blessings Box
Materials: craft boxes to decorate “paper mache” style, that can hold 3 x 5 cards or other small cards.
Goal: Families choose a regular time each week to write down how God has blessed the during the
week.
Procedure: Give each child a box and a paper plate with some craft glue. Then give the children
pieces of paper they can tear to create a mosaic on their boxes. To attach the paper to the box, lay
the torn piece of paper flat on the glue and then place the paper on the box and smooth it out. The
entire box should be covered with torn pieces of paper. Give each child 20 notecards to take home
to use for the notes of blessings.
Show the children 2-3 verses from the Bible that encourage us to say thank you for our blessings.
Have each Helping Hand choose a passage and create a short plan of how to have a worship
thought with their family to introduce their “Blessings Box” to their family.
The goal during the meeting is to not only do the cute craft, but to also teach the kids how to lead
their family in an INTENTIONAL and systematic family worship activity.
Teaching Idea: Bible Scrolls
Materials: small pieces of paper prepared to look like scrolls, crayons, markers.
Goal: Help the Helping Hands each choose a picture or quote that illustrates the Bible passage the
group reads together.
Procedure: Many Bible passages work for this option. In fact, family small groups have found this a
way to have whole-family small group instead of “babysitting.” The passage the adults are reading
and discussing has the layer of application for the kids through reading aloud and choosing the
themes to illustrate. That same choice of theme will help the adult study focus on the theme(s) of
the passage, leading to a deeper discussion for everyone.
Note: use your favorite search engine “diy craft old scroll paper” to make the experience even
more authentic for your young worshipers. The Helping Hands can take the active role of making
a significant quantity of the paper scrolls and choosing the passages to use. The leader should
provide a letter to the parents explaining when/how the Helping Hand(s) will be working with their
family(ies) to complete the worship.
Teaching Idea: Trip Planning
Materials: maps, tourist guides, trips for families online guides or brochures, poster board.
Goal: Help the Helping Hands each choose a location that they would like to take their family to
visit.
Procedure: This requirement can give instructors the opportunity to teach some basic map reading
skills, help kids see that many fun family outings can be free or low-cost, give kids guidelines of
how to start conversations with their families about spending quality time together. Be sensitive
during this multi-stage, multi-step hands-on exercise that is so dependant on discussion and
understanding.

III. My Family Helps Me Care for Myself

A. Complete the Cooperation award.

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 Requirements:
1. Read and discuss Acts 4:32-37, Exodus 35:20-29, Exodus 36:2-7.
2. What is cooperation?
3. Why is cooperation important in your family, school, and church?
4. Role play a Bible story about cooperation.
5. Sing a cooperation song.
6. Play a cooperative game.
7. Make a cooperative craft with your group.
Helps:
Note: This award requires cultural and group sensitivity. Please treat our suggestions as a starting point.
The actions that indicate cooperation vary dramatically in different cultures around the world!

1. These Bible texts tells us about times in the Bible where cooperation resulted in great success for the
group of God-followers. Read the texts as a group, then discuss.
Example questions include:
1) what was accomplished when people worked together? 2) Did cooperating mean everybody did
the same things? What talents did they use individually to work together? 3) what was the group
goal in each story? 3) What evidence do you see about whether they accomplished their goal? 4)
What goals does our club/group have that we can help with? Would we consider that cooperating?
5) Colossians 3:23-24 read aloud together is an application challenge for today!
[Link] search “Acts 4:32-37, Exodus 35:20-29, Exodus 36:2-7” with your favorite version
selected.
2. Willingness to work together; give and take. Learning to cooperate is when a person thinks
about and balances their own needs and wants with another person’s needs and wants. Some
people think that cooperation means a child does what the adult wants. That’s not the case. True
cooperation is a give and take between people that ends up with something they both agree on.
Cooperation is a skill that must be learned.
3. Discuss. This requirement may be combined with the Bible discussion in requirement 1.
4. Have the kids brainstorm a list of stories. Some stories: Paralyzed man brought to Jesus by Friends
(Mark 2:1-12), Nehemiah building the wall (Nehemiah 3-4), Marching around Jericho (Joshua 6),
Noah and his family build a boat (Genesis 6), Gideon and 300 men conquer their enemies (Judges
6).
Teaching Idea: Brown Bag Role Play
Materials: Brown paper bag with slips of paper. Each slip of paper contains a Bible story (and
reference) about cooperation that can be acted out.
Goal: Groups of Helping Hands silently perform Bible stories about cooperation for the other kids to
guess.
Procedure: Have each group choose a slip of paper. Give the groups five minutes to plan how they
will portray the story without using any words. Have each group perform. Remind the other kids
NOT to guess until the performance is over. This may be a great worship leading opportunity for
Helping Hands.
5. [Link] or your favorite search engine will give you choices from which you may choose one

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 relevant to your group. Search phrase: “cooperation song kids” or “cooperation song kids Christian”
6. Teaching Idea: Spaghetti Towers
Materials: dry spaghetti noodles, tiny marshmallows
Goal: Create a tower as tall as possible that can stand self-supported.
Procedure: Give each team of 3-4 Helping Hands 100g of spaghetti and 50 grams of mini
marshmallows. Tell them that they are attempting to create a tower out of marshmallows and
spaghetti noodles that is as tall as possible. They may cut or divide any of the pieces but cannot
add anything, including water. If needed, assign an adult to each group with the clear instructions
that adults are NOT allowed to guide the decisions or creation but only assist. Give 10-20 minutes
to the groups to plan and create their tower. Give them a 5 minute warning before calling time and
measuring the towers.
Discussion: What worked well in your group? Did you team cooperate well? Poorly? How did
cooperation affect your project’s success?

My World
I. The World of Friends

A. Complete the Early Adventist Pioneer award.

Requirements:
1. Name five Adventist Pioneers and tell something about each.
2. Read a story about an Adventist Pioneer.
3. Learn an early Adventist hymn. Memorize the first verse.
4. Make and taste a batch of granola; tell what granola had to do with the pioneers.
5. Paint, tie-dye, or decorate a plain bandana or similar “costume” item. Use the costume item created
to dress-up as a pioneer.
6. Memorize Rev. 14:12.
7. Hold a large book like Ellen White did in her vision and time yourself.
8. Play an early American game.
9. Do an early American craft.
Note: Doing this award with “dress up” and “skit” elements will make what some consider “just boring
old history” have a better chance of coming alive and being a positive experience for your Helping
Hands. BE SURE that this is one award that you have planned ahead for and planned thoroughly.
Because Adventism began in North American over 150 years ago, expect many of the requirements to
be culturally different than your culture today.

Helps:
1. Ellen White, James White, William Miller, Joseph Bates, J.N. Andrews, Hiriam Edson, etc. RESOURCES:
William Miller Heritage Farm (8” x 10” color pictures and bios, available from the ABC); “Life of the
Pioneers” audio series from Michigan Conference.
2. Books for requirement #2 include: Ellen, by Mable Miller Camp Meeting Angel, by (R&H), etc.
Online stories: [Link] search “ellen white” and “james white” and “captain bates” will

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 give you short stories published in Guide magazine.
Use your favorite search engine to search “adventist pioneer stories for kids” for other online
options.
Remember that Helping Hands are capable of listening to a story of greater complexity than other
groups of Adventurers. However, they are NOT adults and thus stories about Adventist Pioneers
written for adults are not appropriate. Your goal is to make the Adventist Pioneers’ lives interesting
and exciting. Most kids who have grown up Adventist don’t know much about their churches’
history, and those who are club members but who do not have an Adventist heritage need to hear
that Adventists have cool and special people in their history! Be a “heritage missionary”!
3. There are several songs that were written or sung by early Adventists. Songs from SDA Hymnal: “Tis
Love That Makes Us Happy,” No. 579; “You Will See Your Lord A Comin’,” No. 438; “I Saw One Weary,”
No. 441; “What Heavenly Music,” No. 452; “Don’t You See My Jesus Coming?” No. 454.
Teaching Idea:
Have musicians from your church come in to demonstrate what the songs sounded like. Some
might be even willing to “dress up” for their performance.
4. Did you know that breakfast cereals (the dry cereals in a box) are a product of the Adventist health
message?
Talk about the importance of breakfast and breakfast foods. Mention some history of breakfast–
Councils on Diets & Food, and Adventist Home. Check any cookbook for a granola recipe, such as,
Century 21 - 375 Meatless Meats.
If it is impossible to make granola, purchase the granola bars and talk about the ingredients that
make granola healthy for us. (Whole grains that are precooked and quick to prepare.) Make at
meeting, send some home with each family along with the recipe.
For more information use your favorite search engine “history breakfast cereal adventist”
5. Make bandanas by cutting a 24” square of plain cotton cloth in half, diagonally (from corner to
corner); stamp or stencil pictures on it, in the shape of animals, wagons, or children. For dress-up,
provide long dresses, bib overalls, cowboy hats, etc. Other costume parts that would match this era
include bonnets, aprons, and work smocks. Online patterns for “early american costume craft” may
give you ideas of what would work for your group.
6. The story of Ellen White holding a large Bible up during vision is referenced on the official White
Estate website. “The Big Bible” ([Link]
The Bible in the story was 18 lb / 8 kg.
Teacher Idea:
Bring a large book to attempt to use in the same way Ellen did. Weigh the book. Is your book
smaller or larger than Ellen’s? Take turns holding it out at a 45-90 degree angle for as many
moments as possible. Talk about God’s strength that is greater than human strength. Compare to
Samson’s strength if necessary.
7. Jump rope, tug of war, falling off the stars, hop scotch, tag games, button-button, drop the hanky,
milk the cow, obstacle course.
8. Spoon dolls, needlepoint, simple wooden toy creation, puzzles, corn doll, and many more. Search
engine “early american toy craft” or “early american toy craft for kids”.

II. The World of Other People

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 A. Complete the Country Fun award.
Requirements:
1. Pick a country you want to study.
2. On a world map find the location of the country and identify what continent it is on.
3. Find, draw or trace a map and flag of your country.
4. Learn six facts about the country, such as those suggested below.
a. Draw or find a picture of the native dress
b. Learn a Sabbath or secular song.
c. Listen to the national anthem.
d. Learn to play a Sabbath or secular game.
e. Name the main religion(s).
f. Collect a stamp, postcard or coin.
g. Read or listen to a legend, myth or story.
5. Make a simple craft or food from the country.
6. Read in the Bible how languages originated at the tower of Babel. (Genesis 11:1-19).
Helps:
Note: this award doesn’t have an answer key because there are hundreds of countries around the
world that can be chosen.
Hints: Choose a country as a unit or as smaller groups within the Helping Hands group. One adult
per group will be helpful.
When searching online for resources, add the words “for kids” to most searches to get information
written for kids.

III. The World of Nature

A. Complete two nature awards not previously earned.

Additional Awards Designed for Helping Hands:

• Basket Maker
• Bible Royalty
• Carpenter
• Environmentalist
• Fruits of the Spirit
• Geologist
• Habitat
• Honey Bee
• Outdoor Explorer
• Pearly Gate
• Prayer Warrior
• Rainbow Promise
• Reporter
• Safe Water
• Sign Language

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 • Skater
• Stamping Fun Art
• Steps to Jesus
• Tabernacle
• Technology

Editors/Contributors: Mark & Sherilyn O’Ffill.

Resources:
Gomez, Ada. "Adventist Adventurer Awards." Adventist Adventurer Awards - [Link]. North American
Division Club Ministries, 2014. Web. 26 July 2017.
<[Link]
Gooch, Jennifer A. Little Lamb Leader’s Guide with 23 Themed Meeting Plans. 3rd ed. Lincoln, Neb.:
AdventSource, 2007, 2015. Print.

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