Kitchen Connection Ideas for The Story of Creation

Fruit and Whipped Cream Parfaits cherylbp posted

Focus: God is the Creator of all.

I had blueberries, strawberries and raspberries. After the children were finished washing them, they got the opportunity to “create” on their own. We emphasised that everyone does things differently and there is no “correct” way to do it. We also discussed the idea that God created thing for a reason and that we can not always understand what that reason is. Plus it is not important for us to always understand these creations. But we do need to be thankful to God for the variety and diversity that we see in our world.

Sunrise Biscuits Viajera posted 

Make Sunrise biscuits using refrigerated biscuit dough. Give each child a biscuit and have them flatten it just a little bit. Then give them plastic knives to score the dough from the center to the outside (just make a line in it – do not cut through the dough all the way, these lines become the rays of sunlight). Each child should use their thumb to make a small indentation in the middle of the biscuit. Put 1/2 teaspoon of Orange Marmalade in the center of the biscuit, then bake according to directions on the package. These are good for talking about the sun and the moon, or light in general. While they are baking is a good time to read a children’s book of creation with nice illustrations.

Chef of the Day 

Choose one family member to be the Chef of the Day. The Chef will be in charge of planning and preparing one family meal (with grownup help, as needed). There’s just one creative catch: the Chef needs to incorporate one or more (up to four) food items currently in the home – from the pantry, refrigerator, or cupboards – in their menu creation. 

Have all family members work together to choose a number of food items in your home. Write the name of each item on a separate notecard or piece of scratch paper. Put these cards/papers in a shoebox (or something similar). 

Invite the Chef to choose one or more cards from the shoebox. These are the food items they must incorporate in the menu. You can add your own guidelines, such as: 

The Chef may/may not use recipe books or Google for inspiration.
The Chef may/may not request a trip to the grocery store for additional items. The Chef needs to make a main dish/side/dessert/all of the above

All family members can celebrate the Chef by cleaning up together after sharing the meal. 

Bon appetit! 

Mark Burrows – A Music and Arts Faith-Formation Resource based on the musical In the Image, Choristers Guild CGBK80 



Water (boiling, cool and ice)

Berry-blue flavor gelatin
Vanilla wafers – coarsely chopped Fish-shaped gummy candies 


Edible Playdoh Creations Laura Narney posted

Made edible playdoh (honey, peanut butter, and dry milk). Mix ingredients then use it to make one of “God’s creations”– either their favorite animal, plant or person. Eat and enjoy! We also talked about the image of God as the Potter.

A warning though–make sure none of your kids have a peanut allergy before doing this!

Seven Days of Creation Snack Cklassen posted

Cool snack mix.

Oreo Cookies (Day 1)

Frosted Mini-Wheats (day 2)

Green, Red M&M and Pretzels (day 3)

Orange & Yellow M&M’s (day 4)

Goldfish Crackers (day 5)

Animal & Gingerbread Man Cookies (day 6)

and Marshmallow “pillows” (day 7)

Tell the story of Creation and make a snack at the same time!

Seven Days of Creation posted by Sarah

Start with a big bowl and have the children add the following ingredients as you read Genesis 1:1-2:2.

Day 1- separation of light and dark (mini oreos)
Day 2- separation of sky from ground (frosted mini wheats cereal for the clouds and the ground)

Day 3- green grass, trees, flowers, fruits and berries (green M&M’s, stick pretzels, raisins and red and blue M&M’s)

Day 4- sun and moon and stars (orange and yellow M&M’s)

Day 5- birds and fish (goldfish crackers)
Day 6- man, woman, animals (animal crackers)

Day 7- God rested (marshmallow “pillows”).
Everyone can then enjoy God’s creation by eating the snack!

Seven Days Fruit Salad Kitchen Idea Here’s a suggested list of fruit that ‘kind’ of represent the 7 days. Feel free to brainstorm and come up with your own list of fruits.

Day 1. Let there be light/light in the darkness — Blackberries.

Day 2. Seas and water — Watermelon

Day 3. Fruit and trees — Apple

Day 4. Stars and sun — Star fruit

Day 5. Creatures, birds and fish — Kiwi fruit

Day 6. Humans — Mango. (Have fun with the kids by creating new names for the fruit like, Hu-mango, or Man-go and Wo-mango, Boy-go and Girl-go, Baby-go.)

Day 7. Rest. How about strawberries. They seem to be resting under a shady canopy of leaves when you go out to pick them in the field!

Rice Krispie Treat Creations Lois from Alberta originally posted a lesson idea molding Rice Krispie Treats into objects and symbols having to do with the Creation story. This is a BIG HIT!

Make various “batches” of marshmallow Rice Krispie treats, adding various food colorings, and then shape and add various colors to make planet earth, animals, and other “things in creation.”

Tip: have the kids wear food-grade plastic gloves and lightly grease them to best handle and shape the treats. Take photos!

After shaping the treats, enjoy them with some teaching comments/questions and student responses as each is eaten.  

How can we honor God by taking care of the planet?

How do animals “reveal the creative glory of God?” 

Where are you in creation? Are you a steward or bystander?

O Taste and See that the Lord called it “good”! (and if the Lord calls it “good” how should we be taking care of it?)

An Edible Aquifer Using Ice and Water

Water is one of the forces of Creation. What does water do? How do we use it? How do we contaminate it or keep it pure?  What is your LIFE’S aquifer? 

Lesson Objective: Editor’s Note:

This lesson relates a science demonstration/assembly project using edible materials that was originally used to teach secular students about groundwater. It lacks a Bible lesson. An underlying biblical value regarding water/contamination is that of taking CARE of Creation that has been entrusted to us.

As well, water is one of God’s most creative forces. It deserves our respect and stewardship. You might kick off the lesson with a simple Q&A and visual use of water to think through all the ways we use and NEED water. Include baptism’s water. Note water’s metaphorical connection to cleansing, cooling, refreshing, being sweet not bitter (all biblical metaphors). Include the image of justice which can flow like a mighty stream and perhaps visually demonstrate it using a bucket of water and some pebbles (problems).

Lots of different “water” connections to pull in here!


“Always On the Move” is an interactive, hands-on program teaching elementary-age students to understand the geology of an aquifer, causes of groundwater contamination, and ways to prevent groundwater contamination. The program will consist of a exhibit provided by the University of Georgia, Agricultural and Environmental Sciences, Water Quality, on groundwater resources, along with a groundwater model display illustrating the movement of pollutants into groundwater. In addition, each student will construct an “edible” aquifer. Each “edible” aquifer will indicate: soil layers (confined layer), movement of water through a aquifer, presence of a water table, impacts of a drilled well for drinking water, and movement of contaminants through groundwater.

Leader Preparation:

Supplies List:


A. Review the definition and uses of groundwater.

B. Show an illustration of an aquifer and describe what it is (it’s an underground reservoir of water (do an internet search for images). Does our city live above an aquifer? What do people use aquifers for?  What is the CHURCH’S “aquifer”?  What is your LIFE’S aquifer? 

C. As layers of an aquifer are discussed, guide students through the construction of an edible aquifer.

1. Fill cup 1/3 full with crushed ice. (represents soil and bedrock)

2. Add soda to cover the ice. (representing water present at/below the water table)

3. Add a layer of marshmallow cream or ice cream (This works if you have a freezer to keep the ice cream cold.) (represents confining layer consisting of clay)

4. Add more crushed ice (represents soil and gravel)

5. Add colored sugar and sprinkles (representing types of contamination, such as oil, gasoline, excessive pesticides/fertilizer, etc.) (I have used red sprinkles to represent oil or gasoline, green sprinkles to represent excessive fertilizer, and brown sprinkles to represent animal waste.)

6. Add soda. (representing rain hitting the ground’s surface and moving through the soil to the groundwater)

D. Discuss examples of contamination. Ask the students to watch the soda move through the cup, ask them to describe what is happening.

E. Using a straw (representing a drilled well), ask the students to place it through the aquifer and begin sucking on the straw.

F. Ask the students to describe what is happening to the contaminates.

G. Finally, ask the students to give three ways to prevent contamination of groundwater.

A lesson idea provided by Terri K and UGA-Agricultural and Environmental Sciences.