Textiles

This textiles activity gives you a chance to explore fabric and sewing with the girls in a manner that provides a larger view of the process (as compared to just doing the crafts themselves). Even though this was put in the “Careers” section, it will be a fascinating exploration for anyone who is interested in weaving, knitting, crocheting, felt handicrafts, embroidery, etc. This activity makes the crafting more educational and equally as fun!

Don’t be overwhelmed by the length – you can customize this series however you want!

Category: Developing Talents

Duration: From 1 to 5 meetings or more, depending on how many textiles projects you want to do. You do NOT have to do all these weeks – just pick what you like! My personal favorite is the wet felting, so don’t miss it!

Supplies:

    • For Week 1 (Introduction):
      • Samples of textiles: You need samples of woven, knitted, and felted fabrics. Ideally you should get a variety of fabrics from animal (wool, silk), plant (cotton, burlap), and synthetic (polyester, nylon) fibers. (Ask someone from your local fabric store for help. You can usually purchase samples as small as one inch wide!)
      • Examples of different items made with these types of textiles.
      • Supplies for making the drop spindles (look at the website for sizes): one wooden wheel, dowel, and small hook per girl.
      • Wool roving, a few natural cotton balls (pull them apart so they look like natural cotton), and small amount of synthetic stuffing (pull it out of an old teddy bear or get synthetic cotton balls).
      • (Optional) A USPS Express Mail envelope or CD sleeve made of Tyvek
      • (Optional) Magnifying glasses to look for closely at how the fabric was made
    • For Week 2 (Weaving Project):
      • Three or four straws per girl
      • Yarn scraps in different colors
      • Tape
      • Scissors
      • (Optional) Pictures of different weaving looms
    • or Week 3 (Knitting Project)
      • Toilet paper tube for each girl
      • Four popsicle sticks for each girl
      • Glue
      • Tape
      • Yarn
    • For Week 4 (Felting Project):
      • Foam ball for each girl (pieces of pool noodles would probably also work, just make a different shape of bowl!)
      • Wool roving
      • Rubber bands
      • Dish soap (Dawn works well)
      • Bowl of water
    • For Week 5 (Sewing Project):  (feel free to pick something more structured if you want!)
      • Fabric scraps of non-stretchy fabric (like cotton)
      • Sewing thread
      • Sewing needles
      • Pins
      • Stuffing
      • Pinking Shears
      • Paper
      • Writing utensils
      • (Optional) sewing machine
      • (Optional) small pieces of rope or thick string, to show how they are made up of several pieces of “yarn.”

Preparation:

  • For Week 1 (Introduction):
    • Ask members of your Relief Society to bring in heirloom quilts and other handicrafts, as well as their own textile-related creations. They can talk about genealogy and their ancestors, as well as their own passion for these hobbies. A great way to get the older women of the ward involved in Activity Days!
    • Make one of the drop spindles and practice using it. There are lots of Youtube videos to help you figure it out.
    • Drill a small hole on one end of the rest of the dowels.
  • For Week 2 (Weaving Project):
    • None that I can think of!
  • For Week 3 (Knitting Project):
    • You will need to make the looms ahead of time so the glue is dry. While the tutorial suggests glue dots or glue sticks, I suggest a more rugged glue so that the popsicle sticks are sure to stay in place! You could have the girls help you make the looms at the end of the previous activity.
  • For Week 4 (Felting Project):
    • No advance prep except for making sure it will be warm enough to be outside, and there is an outside area to do the felting.
  • For Week 5 (Sewing Project):
    • No advance prep except maybe to make a small pillow from fabric scraps for show.

Activity:

Week 1: Introduction

1. Ask the girls if they know what textiles are. Explain that textiles are any type of fabric made of fibers.  Show them the fibers (roving, cotton, poly stuffing). Fibers can be made from animals (hair, fur, silk), plants (cotton, grass, coconut fiber [twine], hemp, flax, etc.), rocks (asbestos, glass, all kinds of metal [think window screens]), and plastic (polyester, spandex, nylon [give the example of elastic waistbands]).

2. Show the girls some examples of fabrics made of different types of fiber, and perhaps talk about their uses. Have each girl look at the back tag on another girl’s shirt (without taking it off of course!) to see what fibers it is made of. (Most common answers will probably be cotton and polyester.)

3. Talk about all the different uses for textiles besides just clothing.

4. Show the girls the samples of fibers and ask them how they get from fibers to fabric. After listening to their guesses, explain that there are three main methods: weaving, knitting, and felting. Tell them that you will talk more about felting at a later activity, but for weaving and knitting, the fibers need to be spun into yarn. Nowadays this is done in a factory, but before that for thousands of years a spindle was used.

5. Show the girls how to make their spindle, and then how to use it. Reassure them that it can be tricky, but it’s fun to try! If you’re lucky, some of your Relief Society sisters have some experience with this too and can help out.

6. Practice with the drop spindle for a while but make sure to leave enough time for however many Relief Society sisters you have invited to share their projects and heirlooms.

7. After listening to the Relief Society sisters and seeing their textiles, explain to them that working with textiles is a great hobby, but there are lots of careers that work with textiles too, such as fashion designers, interior designers, textile factory workers, seamstresses, or even a scientist who invents new textiles (like Tyvek).

Week 2: Weaving

1. Review everything the girls learned at the last meeting about textiles.

2. Explain that they are going to learn the three methods of creating textiles: weaving this week, knitting next week, and felting the third week.

3. Show them the woven fabrics again and describe how they are made. Whenweaving, you are crossing two different sets of yarn (one set is up-and-down [the warp]and the other set goes side-to-side [the weft]). The materials you use to help with weaving are called a loom. In this project, the loom is made of straws.

4. Do a weaving project this week. Point out the weft and the warp of their weaving project.

Week 3: Knitting

1. Review everything the girls learned at the first meeting about textiles.

2. Review the process of weaving that they learned last week. Have them describe how it was done. Ask them if they know how knitting is different. Remind them that with weaving, you are crossing two different sets of yarn (the warp is up-and-down and the weft goes side-to-side). But with knitting, there is only ONE yarn. The single piece of yarn is looped together in a pattern to make the fabric. (Yes, this means that in the textile world, crochet is a type of knitting.)

3. Show them the knitted fabrics again and describe how they are made. They can be made with knitting needles, on looms, or by machine.

4. Do the knitting project for this week. I’m a visual learner so this youtube video really helped me get the hang of it. Compare/contrast to last week’s weaving project.

Week 4: Felting

1. Review everything the girls have learned in previous weeks.

2. Talk about how the last two projects used yarn, but the last textile type, called felting, skips the yarn step and goes right from fibers to fabric. Animal fibers get tangled together the most easily of any fiber, and when wool roving gets wet they get tangled even more with each other, locking together kind of like velcro gets locked together. Soap helps them to mix and lock even better, and agitation pushes them together even further. So, we are going to use water, soap, and agitation together to make our felted textiles.

3. Do the felting project outside and enjoy running around with the felting balls, but I should mention that kicking the ball around doesn’t do much agitation (stick with the finger massaging and foot rolling, maybe some stomping at the end).

4. While felting, you may want to give the little girls a quiz to see what they remember:

Textile: a type of fabric made of fibers.
Examples of Textiles: clothing, curtains, rugs, window screen, tarp, etc.
Types of Fiber: animal, plant, rock, synthetic
Three Ways to Make Textiles: weaving, knitting, felting
Warp: the up-and-down yarn in a weaving project
Weft: the back-and-forth yarn in a weaving project
Loom: the materials used to help with the weaving
Difference Between Weaving and Knitting: the first uses different yarn for warp and weft, the second only needs one yarn.

Week 5: Sewing

1. Review what has been learned about yarn. Have the girls feel some thread and explain that thread is just several pieces of yarn twisted together. This doesn’t seem to make sense because the most common “yarn” we use is much bigger than the most common “thread” we use. Fray the edge of some thread to show them how the tiny yarns are twisted together. Explain that it makes the thread much stronger than with just one piece of yarn. Show some pieces of frayed rope or string and point out the yarn, too.

2. If you like, you can relate this to a family or church community: alone we are not as strong, but when we combine our many talents and personalities, our weaknesses are strengthened by others!

3. Show them the fabric scraps you have and explain that some fabrics are easier to sew than others. The easiest fabrics are woven because knitted fabrics are stretchy, and felted fabrics are not as sturdy and can be deformed easily if the fibers unlock. Some woven fabrics are still stretchy because a stretchy synthetic fiber is used, so beginning sewers should avoid those, too.

4. Explain to the girls that they will be making a small sewing project today: making a small pillow. (If they are hand sewing I recommend 6″ or less!) They can do a heart, square, circle, or some other simple shape (reject any ideas with too many corners, like the letter W or a star shape). They can pick two different fabrics for each side if they like.

5. Show them how to make a “pattern” on a piece of paper by drawing their shape, and then drawing the same shape 1/2″ bigger around it. Have them cut out their pattern around the bigger line and show them how to pin it onto their choice of fabric. You can choose how to have them do this – I like to first have them put the two pieces with the right sides facing each other, then pin both pieces to the pattern at once.

6. Help them cut out their pattern with the pinking shears and explain how the jagged edge of the scissors helps prevent the edge of the weave from unraveling or “fraying.” You can then remove the paper if you like, but many girls find the sturdiness of the paper helps them with their sewing.

7. At this point, when all girls have their fabric cut out, either teach them the basic running stitch (explaining that smaller stitches are much sturdier and won’t let the stuffing fall out), or put them on a sewing machine to sew it. Make sure to tell them to leave an opening of a few inches to turn their pillow right side out.

8. Turn the pillows right side out, stuff, and show them how to close with a whip stitch. You can send girls home with needle, thread, and stuffing to finish if they don’t get it done during your time together.

More Ideas:

  • If you have internet access where you meet, you could save yourself some of the talking and have them learn about textiles with this kid-friendly game.
  • There are TONS of weaving, knitting, wet felting, and sewing projects out there for kids. I chose easy ones without too much advance prep, but if the ones in this plan are not to your liking, there are many more to choose from.
  • Try this interesting experiment of making “toilet paper yarn” with a drill!
  • Ask the scout leaders who their Leatherworking Merit Badge Counselor is. He will have the equipment and know-how to do a simple leatherworking project with you! Be sure to discuss how leather is different from textiles, because it is not made of woven fibers, but animal skin.
  • Cost cutting options:
    • Chances are you can get the fabric and fiber samples from ladies in your Relief Society. They may even have some roving they are willing to donate!
    • If you have some old CDs lying around you could make this drop spindle instead.
    • Look on Youtube to learn how to spin yarn with just a pencil instead of a drop spindle
    • You can teach hand knitting instead of making the popsicle stick knitters – I chose the looms because then they can put down the project to finish later. And they don’t cost much.
    • Look up “ziploc bag wet felting” to eliminate the cost of foam balls

Entomologist

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Category: Developing Talents

Duration: 1 session if you are not going to do the insect nets, 2 sessions if you want to do the insect nets.

Supplies:

  • 1 empty jar with lid for each girl (we had a bunch of empty tennis ball canisters left over from making the Ladder Ball game!)
  • pins (we used sewing pins just fine, but real insect pins purchased online are even better because they are thinner and longer)
  • A box with a lid for each girl (like a shoebox) and a piece of styrofoam for the bottom of the box (there must be at least 2″ clearance between the styrofoam and the lid of the box)
  • Paper (light enough to write on, but preferably a different color than the styrofoam).
  • Writing utensils
  • Glue (regular white glue works fine)
  • Access to bugguide.net, insectidentification.org, or an insect identification book (check your library). Even easier than these guides is to do a google search for a guide specifically for the bugs in your area. For instance, here in Tucson I searched for “Insects of the Sonoran Desert” and got a lot of useful guides that only include insects that actually live in this area!
  • Optional: I provided disposable gloves for those girls who were squeamish about touching bugs.

For the insect nets (per girl)

  • 1 yard tulle (I used a half yard for each but wished I had gotten one yard for each so they have a second layer in case of rips).
  • 1 wire clothes hanger
  • elmer’s glue
  • drill and drill bit
  • 1 dowel for handle
  • needle and thick thread, like button thread (preferably a different color than the tulle so the girls can see better what they are doing). We used ribbon for this part but the girls had a hard time pulling it through, so I would recommend thread or string instead!
  • Needle nose pliers (optional – depends on how tough your wire hangers are)
  • At least 8 clothespins

Preparation:

Week 1 (Insect Nets)

  • Using a sewing machine, sew three sides of the tulle together for each net.
  • Drill a hole on one end of each dowel to put the wire hanger into.

IMG_20150729_185707_909

Week 2 (Pinning the Insects)

  • If you won’t have time to do an insect collecting field trip with the girls during the day, hand out the jars to each girl ahead of time, instructing them to find 6-10 different kids of insects and place them in the jar (this jar is called the “relaxing jar” but you may want to warn some sensitive souls that this will in fact kill the bugs). Tell them not to collect worms (too soft) or spiders (unless parents can help them identify poisonous ones). When not collecting, the jar should stay in the freezer, which will keep the bugs soft for pinning.
  • Collect some bugs yourself, either for girls who fail to get bugs or to make a collection for yourself!

Activity:

Week 1 (Insect Nets)

1. Discuss the job of entomologists (They detect the role of insects in the spread of disease, discover ways to protect food, fiber crops, and livestock from pests. They also study the way beneficial insects contribute to the well being of humans, animals, and plants.)

2. Tell the girls that for the next few weeks they will be collecting bugs. Challenge to find at least six different bugs. If they find multiple of the same type of bug, they should still collect them so they can share with the other girls in the class (this really helped for our group since we had three girls who didn’t collect any bugs, but by the end of the night they all had a collection supplied by the other girls!) Tell them to keep their container in the freezer whenever they are not collecting, until they are on their way to the next activity. This will keep the bugs from drying out.

3. Now to make the insect nets! Give each girl a hanger and have them form it into this shape:

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4. Give the girls their net, and have them pull it over the wire about two inches, then secure with clothespins. This part is much easier with a partner! (Note that when I took these pictures making the first one at home, I glued the dowel on first, but decided later that it is easier for the girls to sew the net on without the dowel in the way!) The girls will want to put the wire into the holes of the clothespins, but they need to use them like clamps to hold the tulle in place, so make sure they are doing it right.IMG_20150729_191242_189IMG_20150729_191221_902

5. Tie one end of the thread to the handle of the insect net, and then, using a needle, teach them how to do a whip stitch to secure the net onto the wire (we used ribbon but it was really hard for the girls to pull through the tulle, so I recommend button thread). Once they get to the next clothespin, they can remove it.

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6. When they’ve gone all the way around, tie off the other end of the thread, straighten the “handle” of the hanger out straight, and glue it into the hole you drilled in the dowel. You may also want to trim off any extra tulle they might have. You’re done!

IMG_20150730_123441_329

Week 2 (Pinning the Insects)

1. Have the girls talk about their experience and stories collecting the bugs.

2. Take the bugs out of the jars. Show the girls how to pin the insect’s body at its largest point. For smaller insects, put a dab of glue on the end of the pin and just place the insect on top. (If you are using sewing pins this means anything smaller than a house fly.)
3. Use the identification site or book to find the names of insects and write them on the strips of paper. This gets pinned on the pin, too, or glued next to the pin. (If you’re really into making it like the “real thing,” you can also have the girls write the location it was found, the date, the name of the collector, and the environment -like “eating a leaf” or “in a sidewalk crack”.) Even easier than the  generic sites or guides is to do a google search for a guide specifically for the bugs in your area. For instance, here in Tucson I searched for “Insects of the Sonoran Desert” and got a lot of useful guides that only include insects that actually live in this area.
4. Put each pin straight up in the styrofoam of their display box.

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More Ideas:

  • It takes a lot longer than you might think to pin and identify the bugs. Set realistic expectations that they will only have time to pin 4-6 bugs that evening but you can send them home with extra pins and papers.
  • You can show pictures of how entomologists use a “spreading board” to spread out the wings of moths and butterflies and encourage them to try it at home (though you won’t have time for this in your activity).
  • Super glue or other fast-drying glue can make it easier for the small bugs. If even the bigger insects are hard to pin or fall apart when trying to pin, you can also skip the pins altogether and just glue the bugs right on the foam or piece of paper. Whatever works!
  • Bring some hand sanitizer for when you’re all done.
  • You could practice woodworking skills by making a simple insect display box, rather than using a cardboard box.
  • Two healthy treat ideas if you’re into bringing treats: strawberry ladybugs and grape caterpillars

Reconsidering Modesty Lessons

"Immodest" girl in the Children's Songbook?
“Immodest” girl in the Children’s Songbook?

Many leaders are reticent to do a modesty activity with 8-11 year old girls, but they aren’t quite sure why. If any of these reasons resonate with you, rest assured that modesty activities are NOT required in the Activity Days program, and you are not alone in feeling that this topic is best left for an older age.

  • Elder Boyd K. Packer, in speaking about the moral values of modesty and virtue, said: “The responsibility and the right to teach these sacred [things] rest with the parents in the home. I do not believe that it is the responsibility of the public schools, nor is it the responsibility of the organizations of the Church. The contribution of the Church in this respect is to teach parents the standards of morality that the Lord has revealed.” (TeachYe Diligently [1975], 256).
  • Modesty is not mentioned in any of the Primary Manuals except the Faith in God booklet. It is also not mentioned in the Gospel Principles manual (used for teaching new members the most important church doctrines). I think it is safe to assume that modesty is not “core doctrine” that you should feel like you “have” to teach.
  • With only a few dozen activities a year, doing a modesty lesson may convolute the importance of this principle. Consider what other principles you could teach your girls that may be more important.
  • Clothing guidelines are mentioned in “For the Strength of Youth,” which is meant for 12 and up, not primary children. (You’ll notice there are many sleeveless and short-skirted children in the Primary Songbook!)
  • If you choose to do a “hemline modesty” activity (such as “head shoulders knees and toes” or making modest outfits out of newspaper), you are only introducing your girls to a small part of the definition of modesty. (LDS.org defines modesty as “an attitude of propriety and decency in dress, grooming, language, and behavior.”) At this age, Activity Days participants are just beginning to learn the meanings of important gospel principles, so we need to be accurate in our teaching of these principles (not overemphasizing one small aspect of modesty).
  • “Hemline modesty” activities may accidentally teach our girls that the most important part about modesty is exactly where the lines of clothing on their body are, instead of teaching them that the line in their heart is most important.
  • Modesty is an abstract concept that can be difficult for even adults to grasp. It cannot be boiled down to lines on a person’s body, and when we try to simplify it, young girls may get wrong assumptions about parts of their body (such as thinking that showing their shoulders is inherently sinful).
  • Girls in Activity Days are at the prime age for bullying (7 and 10-12 are the peak ages). Teaching girls a lesson that focuses on outer appearance not only contradicts scripture (1 Samuel 16:7), but it encourages them to judge others and be wary of other kids who are not dressed the same as they are.
  • Phrases like “Modest is Hottest” introduce ideas about sexuality that are not appropriate for eight year olds.
  • At this age, girls don’t have as much control over their wardrobe as teens do. Imagine that an investigator or recently reactivated family with little money brings their daughter to Activity Days and you do a modesty activity. The girl becomes self conscious about her wardrobe and expresses her concerns to her parents. Her parents can’t afford new clothes for her. She’s now too uncomfortable to return to Activity Days in her normal clothes.
  • If you do decide to teach hemline modesty despite it being meant for older groups, please consider including this quote: “Remember that even as we teach and exemplify modesty, we never condemn those who choose short skirts or rainbow hair. Always we exemplify compassion and Christlike love for the individual while we remain loyal to the standards the Lord has set.” Sister Carol F. McConkie First Counselor in the Young Women General Presidency
Should someone tell this girl she is sinning by exposing her shoulders and upper legs? (Also from the Children's Songbook)
Should someone tell this girl she is sinning by exposing her shoulders and upper legs? (Also from the Children’s Songbook)

Resurrection Eggs

There are lots of versions of Resurrection Eggs out there for various age groups, churches, etc. This LDS Activity Days plan combines all of them so you can use the Spirit (and availability/budget) to guide you on which 11 items you want to put in your eggs. This activity is great for teaching the girls how to give an FHE lesson to their family. It could also be used to teach a Primary Sharing Time lesson (combine it with an egg hunt around the room!).

Categories: Learning and Living the Gospel

Duration: 1 hour

Supplies:

  • 12 plastic eggs for each girl
  • (optional) empty egg carton for each girl
  • At least one permanent marker (more is better)
  • Pick any of these 11 items to go inside the eggs. You will need to multiply each item by the number of girls you have. There will be one empty egg to represent the empty tomb. (The scripture in parenthesis is for your reference for the “preparation” part.)
    • A small container of perfumed ointment/essential oil (John 12:3)
    • A piece of palm frond for those who fanned him with palm leaves  (John 12:13)
    • Toy donkey for when Jesus rode the donkey (Matthew 21:4-7)
    • A piece of bread for the last supper (Matthew 26:26-28)
    • A chunk of soap for Jesus washing his disciples’ feet (John 13:5-9)
    • A tiny bag or vial with olive oil to represent that Gethsemane means “olive press” (Matthew 26:36-46)
    • Praying hands to represent Christ’s prayer in the garden. (Luke 22-41)
    • A sacrament cup to represent when Christ asked that the cup be removed.(Luke 22:42)
    • 3 dimes to represent the 30 pieces of silver Judas gave  (Matthew 24:14-16, 47-49)
    • Small piece of rope for when Pilate had Jesus whipped (Mark 15:15, Isaiah 53:5)
    • A feather to represent the cock that crowed three times when Peter denied him. (Luke 22: 55-62)
    • A piece of a thorny branch for the thorny crown that was placed on his head (Matthew  27:29)
    • a piece of purple fabric for the purple robe they placed on Jesus to mock him (Mark 15:17)
    • A nail to represent the nails that pierced his hands and feet (John 19:38-41)
    • A wooden cross (you can use toothpicks) to represent the cross Jesus carried and was crucified on (John 19:17-18)
    • Small piece of flat wood with writing on it: THIS IS THE KING OF THE JEWS (Luke 23:38)
    • A die to represent the soldiers casting lots for Jesus’ clothes. (John 19:24)
    • Sponge that Jesus was made to drink vinegar from (Matthew 27:48)
    • Tiny broken pieces of rock for the earthquake following his death (Matthew 27:51, 3 Nephi 8:19-22)
    • Myrrh OR aloe OR bay leaves OR a strip of white cloth OR a flat round stone for Jesus’ burial (Matthew 27:51, 3 Nephi 8:19-22)
    • A tiny angel for the angels who visit Mary and ask why she “seeks the living among the dead.” (Luke 24:5)
    • A rubber band because He loosed the bands of death with the Resurrection (Alma 7:11-12)

Preparation:

  • After selecting the 11 items you will put in the eggs, copy the 11 descriptions and their scriptures listed next to the items, plus “He is Risen! (Mark 16:6)” onto a document. Number them 1 through 12. Print two copies for each girl.

Activity:

1. Have each girl cut one of their copies of the descriptions/scriptures into strips, and match them up with the items you gave them.

2. Have each girl number their eggs from 1-12.

3. When all the girls are ready, discuss each egg one by one in chronological order. Whether you read every scripture together depends on the dynamic of your particular group.

4. Challenge the girls to teach this lesson to their family at Family Home Evening. Their extra copy of the scriptures is just in case any of the slips of paper get lost. Ask them if they have any questions about the things that were talked about today, or if they would like to share their testimony about any particular part.

More Ideas:

  • Bring a whole piece of bread for the egg related to the sacrament, then as the girls pass the bread around and tear off a piece, talk about how the young men similarly tear the bread for Sacrament every Sunday.
  • If you think your girls are capable of calming down after a fun Easter Egg hunt, you could hide all of the eggs around the room so they can find them – either empty OR you could have them already numbered and filled, and they can only find one of each number (once they find their 12 they can help the other girls find theirs).

Making Sacrament Bread

 

This simple activity combines reflection on the Atonement and learning some baking skills. If you have an avid baker in your ward (or even better, an investigator), this is a great activity days idea for your kids to get to know someone new outside their LDS Primary leaders.

Categories: Learning and Living the Gospel, Developing Talents, Serving Others (if the bread is used for Sacrament)

Duration: 1.5 hours

Supplies:

  • Bread ingredients and baking supplies
  • small baby food jar for each girl
  • heavy whipping cream.

Preparation:

  • Invite someone who enjoys making bread to teach the girls how to make their own bread. We had one woman and one man for the ward who were excited to share their baking talents with the girls.
  • You may want to pre-make a few loaves of bread to eat at the end.

Activity:

1. Invite a member of the bishopric to talked to the girls about the symbolism of the bread in the sacrament and throughout the scriptures. You can also have someone talk about why we need to renew things like drivers licenses, library cards, etc and relate it to renewing baptismal covenants when we take the sacrament.

2. After the spiritual thought about bread, demonstrate the steps of baking bread, all the way up to the bread rising.

3.  During the rise and bake time, make butter using heavy cream and baby food jars.

4. Remind the girls to teach their families what they learned about the sacrament to pass off a Faith in God requirement.

5. Finish with this story of how one woman uses her love of baking to find personal meaning in the ordinance of the sacrament.

More Ideas:

  • If you don’t have time to go through the bread rising and baking, have baked loaves already made that you can pull out just after the butter is made.
  • Use the bread made that night for the Sacrament on the following Sunday.
  • Sample several different types of bread.
  • Let the girls experiment with herbs in the freshly made butter.