In this lesson we will review the paper The New Moon Sacrifices (No. CB134) and focus on the sacrifices and worship associated with the New Moons.
To review the basic concepts related to the New Moon and the symbolism associated with the annual sacrifices.
1) Children will be able to understand when and why we keep the New Moon as a holy day.
2) Children will understand why keeping the New Moon is important.
Open with prayer.
Ask the children what they think the New Moons are.
Activity associated with the New Moons and the sacrifices.
Close with prayer.
1. Read through the paper The New Moon Sacrifices (No. CB134) unless it is read as a sermonette with the children present.
2. Children’s questions are in bold. This is a general review of the material covered in the lesson. Rotate asking the questions to the children with each child participating. Not all the questions need to be reviewed – it is up to the facilitator to determine how many (which ones) should be reviewed.
A. Each New Moon is a Sabbath day, a special time to worship Him and learn more of His ways.
A. Most people follow the Gregorian calendar which starts in January and ends in December. This calendar is very different from God’s calendar that is described in the Bible. The Gregorian calendar has many worldly holidays that are not found in the Bible because they came from pagan religions.
A. We call this a new moon conjunction. At the conjunction the dark side of the moon is towards the earth and we cannot see the moon at night.
A. There are usually 12 but 7 times in a 19-year cycle there is a 13th New Moon. This assures that the New Year (first New Moon) is always in the spring.
A. The first New Moon begins the New Year in God’s calendar in the spring. The seventh New Moon is also special because it is the Day of Trumpets.
A. The waters dried up on the first day of the first New Moon (Gen. 8:13).
Q8. Moses set up the Tabernacle on what New Moon?
A. Moses set up the Tabernacle on the first day of the first New Moon. (Ex. 40:2) There are many other examples of important events taking place on the first day of the first month which include restorations and renewals.
A. Five is the number of grace. God gives us these five special times during the month to learn more about His ways and worship Him.
A. We need to obey God regardless of our understanding and He will direct our thoughts and give us understanding (Prov.16:3).
Q11. What is the sum total of the number of Sabbaths, New Moons, and Feasts in a year?
A. The sum total is 72, which relates to the government of God.
Q12. We know Israel wandered in the wilderness for 40 years. How long does the Church wander in the spiritual wilderness of the Babylonian system?
A. The 40 years Israel wandered in the wilderness is symbolic of the 40 Jubilees for the Church. Since each Jubilee is 50 years, you would multiply 50 years by 40 Jubilees (50x40), and that would equal 2,000 years for the Church to be wandering in the spiritual wilderness.
Q13. Now if we multiply the 2,000 years by the number 72 (sacrificial offerings) we come up with what number?
A. We come up with 144,000 which represents part of the elect that God calls to be a part of His government.
A. The Saints are those who keep the Commandments of God and Testimony of Jesus (Rev 14:12).
Q16. Who are the two groups that enter the First Resurrection and is one better than the other?
A. The first group is the 144,000 which is the Bride of Christ and the second group is the Great Multitude which are the guests at the wedding. Neither is better, because we will all be part of God’s Kingdom.
Q17. What are the two songs that are given to the 144,000?
A. They are given the Song of Moses and the Song of the Lamb. (Rev 15:3).
A. The New Moons and Feasts are a direct extension of the 4th commandment, “remember the Sabbath to keep it holy”. They are all considered Sabbath days.
Q19. Will the New Moons be kept in the Millennium?
A. Yes. We will go up to worship God from new moon to new moon and Sabbath to Sabbath. (Isa 66:23).
Supplies: Jenga blocks, and permanent marker(s).
Supplies: String, beads (12 black representing the New Moons, 52 blue representing the weekly Sabbaths, 8 any other colour representing the Holy Days. For this example we will use red.)
Review with the children the concept of the 72 different Sabbaths (sacrificial offerings) per year. Have them create a sequence that gives a picture of each month. Explain that because there are 52 Sabbaths in each year we will use 4 Sabbaths in most months, and five in others. We will use a pattern 4,4,5,4,4,5,4,4,5,4,4,5. So, for stringing the beads, the sequence would be:
Black bead (1st New Moon), 4 blue beads (Sabbaths), 3 red (1st day UB, Wave Sheaf, Last Day UB).
black (NM#2), 4 blue (Sabbaths),
black (NM#3), 5 blue (Sabbaths), 1 red (Pentecost),
black (NM#4), 4 blue (Sabbaths),
black (NM#5), 4 blue (Sabbaths),
black (NM#6), 5 blue (Sabbaths),
black (NM#7), 4 blue (Sabbaths), 4 red (Trumpets, Atonement, 1st Day Tabernacles, Last Great Day),
black (NM#8), 4 blue (Sabbaths),
black (NM#9), 5 blue (Sabbaths),
black (NM#10), 4 blue (Sabbaths),
black (NM#11), 4 blue (Sabbaths),
black (NM#12) 5 blue (Sabbaths).
This pattern is not meant to show the children where the Holy Days fall during the month, rather they are focusing on the total number of beads which comes out to 72. The concept of 72 x 2000 = 144,000 can then be reviewed again. (For older children you could follow the calendar and put all of the beads in order. This would vary from year to year.)
New Moon Experiment:
Teach the children what the New Moon looks like in the sky
Activity: Place the lamp somewhere in the dark room and turn on the light. If you’re using a lamp with a shade, take the shade off. Ideally, the light bulb should be eye-level to your child. Stick the styrofoam ball on the end of a pencil. In this experiment, the light represents the sun, the ball represents the moon, and your child’s head represents the Earth. Facing the light, have your child stand about 6 or 7 feet from the light and hold his/her arm straight out and a little up, holding the pencil with the ball on top. The ball should not cover the light, but should be positioned just above it from your child’s line of sight. Have your child turn very slowly counter-clockwise, observing how the lighted portion of the ball looks as they turn.
After your child has turned around a couple times, teach your child about the phases of the moon. Show them a moon phase diagram and as they turn around slowly, they should see how the lighted sight of the “moon” looks like these different shapes.
After the activity(s), close the study with prayer.