Noah and the Flood (Revised)

September 4-October 2, 2005

Apostle’s Playhouse


Scripture:  Genesis 6-9 with emphasis on Genesis 6:8 – 8:5 and 9:8-17


Memory Verse:    “Our help is in the name of the Lord, who made heaven and earth.” 

Psalm 124:8 (NRSV)


Offering:   PC USA – Aid for Tsunami



  • God’s power over all of creation is amazing.
  • God makes and keeps promises.
  • God communicates with people.
  • God wants us to be kind, obedient and faithful like Noah.
  • God takes care of all creation.



Children will use pantomime (action and expression without any words) and creative movement to interpret the story.



Welcome and Introductions:

1.      Greet the children and introduce yourself.  Wear your nametag. Make sure the children are wearing nametags. If not, ask the shepherd to supply a temporary badge. Remember you are interacting with a different group of students each week that may not know you.


2.      Explain the purpose of this workshop.  Today we are going to recreate the sequence of events that Noah experienced when God asked him to build the ark.  I want you to think about how Noah might have felt during each section of the story and then put those feelings into your actions.


Scripture/Bible Story:

Review the Bible story.  Either read aloud Genesis 6:8 – 8:12 and 9:8-17 during the first few weeks of the rotation as children are learning the story or use the following questions and answers to review to have the children recall details of the story, filling in with information and verses from the Bible as needed.

Questions and Answers

·        Who can tell the first thing that happened in the story?  (God talked to Noah, told him to build the ark)

·        How do you think Noah felt about that? (surprised, scared, confused, sad because the world would be destroyed, etc.)

·        What happened next? (built the ark—to God’s specifications, put the animals on two by two)

·        Then what?  (it rained)

·        How long? (forty days)

·        How long were Noah, his family and the animals on the ark? (one hundred fifty days later the water started going down Gen. 7:24; forty days later Noah opened a window Gen. 8:6; seven days later Noah sent out the dove Gen. 8:10)

·        What do you think life was like on the Ark? (crowded, smelly, etc.)

·        What appeared in the sky?  (the rainbow)

·        What did the rainbow mean? (God’s promise that it wouldn’t happen again Gen. 9:9-17)


*You may wish to record on a chart the sequence of events as children answer the questions and retell the story to help with the pantomime later.  If time allows, add up all the days on the ark with the children—compare it to the length of the school year!



Now we’re going to act out the story with pantomime actions.  We’ll explore actions and movements for each part separately and then we can put it all together to tell the whole story start to finish.

1.      Explore the feelings Noah might have experienced when God talked to him.  On a signal (clap or drumbeat) children use face and body to show the feelings they suggested during retelling.  Remind them to exaggerate and make their actions and expressions bigger.

2.      Explore actions for building the ark.  God’s directions were pretty specific—what kind of wood to use, how big to make it.  What actions could we use to show building?  (measuring, sawing, chopping, hammering, etc.)  Decide where in the space the ark will be and have everyone do their actions in that place.

3.      Animals board the ark two by two.  Have children get partners and decide on what kind of animal they want to portray.  Practice making the shape of the animal and traveling like the animal.  Line the animal pairs up in a place away from the ark and let one  pair at a time travel to and enter the imaginary ark.

4.      Make the rain.  Use these hand actions to make the sounds of the rain getting harder and then slacking off: rubbing palms together, snapping, clapping, patting thighs, stomping feet, then patting thighs, clapping, snapping and rubbing palms to finish.

5.      Make the rainbow:  Let each child choose a different colored scarf.  Ask children to suggest movements they could use with the scarves to create a rainbow.  (swirling, waving, arcing overhead, etc.  Also try traveling movements like leaping, galloping, turning to get off the ark as they make the rainbow.)  Line up in rainbow order to practice.


Now perform the whole story, without talking or vocal sound effects because it is pantomime.  We’ll use some special music in the background instead.


Older children:  Let them refer to the chart for sequence of events and use a drum or bell to signal when to change to the next movement.


Younger Children:  Narrate the story for the children as they act it out with the music.


Closure:  What do you think was the most amazing part of the story?  (Reiterate that God’s power over all creation is amazing.)


Reflection Time:

At 10:35 a.m. ask the shepherds to pass out the journal page and pencils/markers. Suggestion: You may wish to give the children a sticker or some memento to paste on their journal page as a reminder of the story or activity.


Prompts for journal writing:  Draw a picture of yourself acting out a part of Noah’s story.  Write a sentence or two telling why you liked that part.


At 10:45 ask the students to close their journals and sit quietly for prayer. 



Prayer:  Dear God, help us to listen to You and obey You like Noah did.  Help us remember Your amazing power and promise when we see the rainbow. Amen.


Tidy and Dismissal: Ask children to help tidy up.


Teacher preparation in advance:

1.      Read the scripture passages and attend the Faith Quest Leaders Bible Study.

2.      Prepare a closing prayer.

3.      Check out the room before your first Sunday workshop so that you know where everything is located. The bin with supplies is located in on the stage.

Supply List


Large chiffon scarves in rainbow colors

CD player

Music suggestion: “Storms in Africa” by Enya on the Watermark or Paint the Sky with Stars cds

Bell or drum to use as a signal

Chart paper and stand with markers or a  portable white board