3-4

• By showing them a poster of a tree, the pupils will compare between the stages in the life cycle of a tree and the stages of the renaissance of the state of Israel.
• The pupils will learn about the special connection of the people of Israel and Eretz Israel and how it is expressed today.
• Students will be exposed to Israeli agricultural developments.

 

In this lesson we will focus on the connection between the Jewish nation and the land of Israel, as a base for the establishment of Israel.
We will compare the development of the country to that of a tree with activities and puzzles: The roots will symbol the ancient Jewish foundations in Israel, The trunk- coming to Israel and the settlement, the branches- planting and development, and the fruit will symbol the produce and export.
We will watch a video about the connection between a man and his land, and will end with a comic story, which will include tasks for the students to fill.
At the end of the lesson we will have a poster to hand up in the classroom.

The students will learn the stages of the development of the country: the historic connection of the Jewish people to the land of Israel, Aliyah and settlement, planting and developing.

The connection between a nation and its land, the aspiration to develop and move forward, innovation.

1. Introduction.
2. Roots- archeological artifacts.
3. Trunk- Aliyah and settlement.
4. Branches- a flashcard game of Flourishing and innovating.
5. Fruit- Movie.
6. Conclusion and craft.

The lesson will begin with the teacher hanging the poster. On the poster are the different parts of the tree: roots, trunk, branches, flowers/fruit.

Every part represents a stage in the development of Israel by the Jewish nation in the land of Israel.

The teacher will go over the different parts. With "who am I" questions the students will need to guess which part is the answer.
Roots - we are deep in the ground, no-one can see us, but thanks to us, the tree gets water and food. Who are we?
Stem - I am tall and big and I conduct food from the roots to the entire tree so that it can grow. Who am I?
Branches – we have fruits and flowers growing on us. Sometimes children climb on us and sometimes even fall. Who are we?
Fruit - we are the beautiful and sweet things on the tree. Everyone likes to pick and eat us. Who are we

After that, the teacher will explain that today we are going to compare the growing of the tree to the development of Israel. 

Every stage will have an activity and hanging a relevant card of the stage of development on the tree.

Preparation for the lesson: print and hang up the poster.
Supplementary materials: Saying cards, and archeological artifacts cards.

The students will divide into four groups. Each group will get a picture of an archeological artifact and an explanation about it.

The teacher will read the four sayings that have to do with the artifacts, and each group will have to guess what saying is related to their artifact.

The teacher will explain that people, like trees, need roots. Need a base from which they can grow. Just like we grow and develop following our parents and grandparents, and back many generations, the Jewish nation, has grown in Israel many generations back.

At the end, the teacher will hang the artifact cards on the poster.

The part of the trunk represents the Aliyah and settlement

Supplementary materials: A picture of the Ma'apilim/The first Jewish settlements

The teacher can choose between the two topics.

 

Ma'apilim: the teacher will show the students a picture of a boat bringing Jews to Israel and will ask them to identify what they see.

The teacher will explain about the illegal Aliyah to Israel in the time of the British mandate. Information can be found in the knowledge expansion.

Game: The teacher will divide the class into two groups, Jews and British. Both groups will stand on either side of the class and the teacher will turn off the light. The group of Jews must get through the British soldiers, and reach the other side of the class without the British capturing them.

The game can be played multiple times with the roles being swapped throughout.

The teacher will expand on the fact that Jews in Eretz Israel experienced many difficulties in establishing a state. They had to be courageous and innovative to be able to immigrate to Israel and set up housings and settlements and establish a state. Only thanks to their courage, resourcefulness and perseverance were the Jews able to immigrate to Eretz Israel and establish a Jewish state there.

At the end the teacher will hang the appropriate flashcard on the tree.

Choma U'Migdal: The teacher will show the pupils a picture of "Tower and Stockade" (Homa u'migdal) and will ask the students to tell what they see in the picture. The teacher will explain to the pupils what are "Wall and Stockade Settlements" and how they were built.

After the explanation the teacher will ask the pupils to construct a Wall and Stockade settlement in the classroom while not exceeding the time limit of 7 minutes (before the British discover them). Students can use all the objects at their disposal as well as their own bodies.

The teacher will expand on the fact that Jews in Eretz Israel experienced many difficulties in establishing a state. They had to be courageous and innovative to be able to immigrate to Israel and set up housings and settlements and establish a state. Only thanks to their courage, resourcefulness and perseverance were the Jews able to immigrate to Eretz Israel and establish a Jewish state there.

At the end the teacher will hang the appropriate flashcard on the tree.

upplementary materials: 

1. Flashcards with categories of the flashcards will show pictures of the Israeli innovations: Security, Technology, Food and leisure.
2. Flashcards with pictures of the innovations.
3. Flashcards with explanations about the innovations. 

The teacher will hang up the categories on the part of the branches. The students will divide into couples

Students will need to match the innovations to the appropriate category as they appear on the branches.

List of the categories and developments:

• Security: Iron Dome, unmanned aerial vehicle- UAV.
• Technology: USB Flash Drive, Waze, Mobileye.
• Food: ‘Bamba’, Ptitim- toasted pasta
• Leisure: Taki game, ‘Shoresh’- root- sandals.

The teacher will expand on the fact that in order to establish a state, one must constantly evolve and renew.

At the end the teacher will hang the appropriate flashcard on the tree.

Film- The movie will focus on the deep connection between the nation and the land, as it is expressed in the flowering of the flowering of the wilderness, and the work of the farmer.

At the end the teacher will hang the appropriate flashcard on the tree.

A story in a comic strip about settlement in the Land of Israel.

 At the end a task- The pupils will have to fill in the last sequence of the comic strip as they understand it from the story that appears in the comic.

Questions:

1. How does Mark Twain describe the Land of Israel?
2. Why do you think he describes it this way?
3. Do you think that Mark Twain's description relates to the situation today?
4. How is this related to the film we watched?

The teacher will conclude the lesson by saying that Eretz Israel has transformed from a state of desolation to a flourishing and prosperous land that gives us fruit thanks to the close connection between the people and the land. We saw that people do not stop investing and try to look for innovations to strengthen the connection to the land. During the lesson we learned in depth about the different parts of the tree and expanded on how each of them expresses this connection.

1-2

1. The pupils will learn about the special connection existing between the people of Israel and Eretz Israel, how it all started, and how it is expressed nowadays.

2. The pupils will watch a film about the deep connection between the people of Israel and Eretz Israel.

The lesson will begin with a matching game between different pairs of pictures whose purpose is to explain the connection between the people of Israel and Eretz Israel. The lesson will continue with handing out comic strips about the settlement in Israel and its prosperity following the return of the people of Israel to their land. Later in the lesson, the pupils will learn about the illegal immigrants during the British Mandate and the determination of the Jews to immigrate to Israel. The children will play a game, demonstrating that immigration. At the end of the lesson, the pupils will watch a film describing the deep connection between the people and the land as it reflects in the people of Israel and in the revival of the State of Israel.

The students will learn the stages of the development of the country: the historic connection of the Jewish people to the land of Israel, Aliyah and settlement, planting and developing.

The connection between a nation and its land, the aspiration to develop and move forward, innovation.

1. Introduction- comparing between pictures of Israel in the past and today.
2. Comics.
3. Aliyah. Learning about the Ma'apilim and a game.
4. Innovations and Agriculture. A game in couples.
5. Fruit and Flourishing- movie.
6. Conclusion and craft.

The teacher will show the pupils some pictures of places in Eretz Israel in both the past and present times. The teacher will tell the pupils that these pictures show the same place but are different and will ask them to point out the differences they see.

The teacher will ask why such a significant change has occurred in the development of these particular places? And after hearing the answers the teacher will tell them that the difference is that the images of the wilderness are from times the people of Israel didn’t live in Eretz Israel and the images of the prosperity and flourishment capture the times the people of Israel are back in their land.

The teacher will explain that in the following lesson they will discuss the people of Israel and Eretz Israel.

The teacher will explain that a connection exists between the people of Israel, that cannot be broken.
When the people of Israel are not in the Land of Israel the land is desolate and when the people are in the land it flourishes and prospers.

Each pupil will receive a comic strip about settlements in the Land of Israel.

The teacher will read the comic strip together with the pupils.

Questions about the comic strip:

1. Why do you think Mark Twain witnessed such a desolate land?
2. Why do you think the country does not look like this today?
3. Thanks to whom do you think the country is flourishing and prospering?

The teacher will show the pupils images of the illegal immigrant ships and will ask the pupils to tell what they see.  The teacher will tell the pupils about the illegal immigrant ships.
The teacher will tell the students about the illegal Aliyah. The material can be found in the knowledge expansion.

Game: The teacher will divide the class into two groups, Jews and British. Both groups will stand on either side of the class and the teacher will turn off the light. The group of Jews must get through the British soldiers and reach the other side of the class without the British capturing them.

The game can be played multiple times with the roles being swapped throughout.

The teacher will expand on the fact that Jews in Eretz Israel experienced many difficulties in establishing a state. They had to be courageous and innovative to be able to immigrate to Israel and set up housings and settlements and establish a state. Only thanks to their courage, resourcefulness and perseverance were the Jews able to immigrate to Eretz Israel and establish a Jewish state there.

One set of flashcards will show pictures of Israeli agricultural inventions and another set of flashcards will show the name of the invention and a brief explanation.

Pupils will be divided into pairs and each pair must match an image of an invention to its name and description.

Developments:

• Drip irrigation system
• Cherry tomatoes
• Insect -free vegetables
• New mango varieties
• Whole wheat flour varieties 
• Prevention of fires by grazing

The teacher will expand on the fact that in order to build a state, one must constantly evolve and reinvent oneself. The connection of the people of Israel to Eretz Israel is so deep and significant that a large part of the inventions are agricultural ones, emphasizing the connection between the people and the land.

The movie will focus on the deep connection between the nation and the land, as it is expressed in the flowering of the flowering of the wilderness, and the work of the farmer.

Craft & Summary: 

Preparing a "vanishing drawing" of the Eretz Israel before and after the Jewish people returned to it.

Artwork: The magic page about the Land of Israel!

1. On a sheet of paper, the pupils will make a colored drawing of Eretz Israel, using markers.

2. On one corner they will staple a slide above the painting. 

3. On the slide, using a black marker, they will copy the outlines of the drawing only!

4. The pupils will insert a white sheet in the middle and pull it, and hop, the magic works, attached is an explanatory video.

The teacher will conclude by saying that Eretz Israel has been in a state of desolation and  that thanks to the close connection between the people and the land, it has become a flourishing and prosperous land that gives us fruit.

When the people of Israel were not in the land it was deserted and desolate, as Mark Twain saw and described it. But, when the people of Israel returned to the land they developed and renewed it and through agricultural developments, they made it flourish, grow and bear fruit as we saw in the film.

5-6

• By showing them a poster of a tree, the pupils will compare between the stages in the life cycle of a tree and the stages of the renaissance of the state of Israel.
• The pupils will learn about the special connection of the people of Israel and Eretz Israel and how it is expressed today.
• Students will be exposed to Israeli agricultural developments.

 

In this lesson we will focus on the connection between the Jewish nation and the land of Israel, as a base for the establishment of Israel.
We will compare the development of the country to that of a tree with activities and puzzles: The roots will symbol the ancient Jewish foundations in Israel, The trunk- coming to Israel and the settlement, the branches- planting and development, and the fruit will symbol the produce and export.
We will watch a video about the connection between a man and his land, and will end with a comic story, which will include tasks for the students to fill.
At the end of the lesson we will have a poster to hand up in the classroom.

The students will learn the stages of the development of the country: the historic connection of the Jewish people to the land of Israel, Aliyah and settlement, planting and developing.

The connection between a nation and its land, the aspiration to develop and move forward, innovation.

1. Introduction.
2. Roots- archeological artifacts.
3. Trunk- Aliyah and settlement.
4. Branches- a flashcard game of Flourishing and innovating.
5. Fruit- Movie.
6. Conclusion and craft.

The lesson will begin with the teacher hanging the poster. On the poster are the different parts of the tree: roots, trunk, branches, flowers/fruit.

Every part represents a stage in the development of Israel by the Jewish nation in the land of Israel.

After that, the teacher will explain that today we are going to compare the growing of the tree to the development of Israel. 

Every stage will have an activity and hanging a relevant card of the stage of development on the tree.

Preparation for the lesson: print and hang up the poster.

Supplementary materials: a map and flashcards of the archeological artifacts.

 

Purpose of this part: to match the object to its location on the map.

The students will divide into four groups. Each group will receive a flash card with a picture of an object. The teacher will lay out the map, on which appear four places: Hebron, Jerusalem, Beit She'an and the Dead Sea, with a short explanation about each place.

Students must match the object with the appropriate place on the map.

(Jerusalem - a coin from the Old City, Beit She'an - an ancient synagogue, Hebron - the Cave of the Patriarchs, the Dead Sea - scrolls).

The teacher will explain that people, like trees, need roots. Need a base from which they can grow. Just like we grow and develop following our parents and grandparents, and back many generations, the Jewish nation, has grown in Israel many generations back.

At the end, the teacher will hang the artifact cards on the poster.

The part of the trunk represents the Aliyah and settlement

Supplementary materials: A picture of the Ma'apilim/The first Jewish settlements

The teacher can choose between the two topics.

 

Ma'apilim: the teacher will show the students a picture of a boat bringing Jews to Israel and will ask them to identify what they see.

The teacher will explain about the illegal Aliyah to Israel in the time of the British mandate. Information can be found in the knowledge expansion.

Game: The teacher will divide the class into two groups, Jews and British. Both groups will stand on either side of the class and the teacher will turn off the light. The group of Jews must get through the British soldiers, and reach the other side of the class without the British capturing them.

The game can be played multiple times with the roles being swapped throughout.

The teacher will expand on the fact that Jews in Eretz Israel experienced many difficulties in establishing a state. They had to be courageous and innovative to be able to immigrate to Israel and set up housings and settlements and establish a state. Only thanks to their courage, resourcefulness and perseverance were the Jews able to immigrate to Eretz Israel and establish a Jewish state there.

At the end the teacher will hang the appropriate flashcard on the tree.

Choma U'Migdal: The teacher will show the pupils a picture of "Tower and Stockade" (Homa u'migdal) and will ask the students to tell what they see in the picture. The teacher will explain to the pupils what are "Wall and Stockade Settlements" and how they were built.

After the explanation the teacher will ask the pupils to construct a Wall and Stockade settlement in the classroom while not exceeding the time limit of 7 minutes (before the British discover them). Students can use all the objects at their disposal as well as their own bodies.

The teacher will expand on the fact that Jews in Eretz Israel experienced many difficulties in establishing a state. They had to be courageous and innovative to be able to immigrate to Israel and set up housings and settlements and establish a state. Only thanks to their courage, resourcefulness and perseverance were the Jews able to immigrate to Eretz Israel and establish a Jewish state there.

At the end the teacher will hang the appropriate flashcard on the tree.

upplementary materials: 

1. Flashcards with categories of the flashcards will show pictures of the Israeli innovations: Security, Technology, Food and leisure.
2. Flashcards with pictures of the innovations.
3. Flashcards with explanations about the innovations. 

The teacher will hang up the categories on the part of the branches. The students will divide into couples

Students will need to match the innovations to the appropriate category as they appear on the branches.

List of the categories and developments:

• Security: Iron Dome, unmanned aerial vehicle- UAV.
• Technology: USB Flash Drive, Waze, Mobileye.
• Food: ‘Bamba’, Ptitim- toasted pasta
• Leisure: Taki game, ‘Shoresh’- root- sandals.

The teacher will expand on the fact that in order to establish a state, one must constantly evolve and renew.

At the end the teacher will hang the appropriate flashcard on the tree.

Film- The movie will focus on the deep connection between the nation and the land, as it is expressed in the flowering of the flowering of the wilderness, and the work of the farmer.

At the end the teacher will hang the appropriate flashcard on the tree.

A story in a comic strip about settlement in the Land of Israel.

 At the end a task- The pupils will have to fill in the last sequence of the comic strip as they understand it from the story that appears in the comic.

Questions:

1. How does Mark Twain describe the Land of Israel?
2. Why do you think he describes it this way?
3. Do you think that Mark Twain's description relates to the situation today?
4. How is this related to the film we watched?

The teacher will conclude the lesson by saying that Eretz Israel has transformed from a state of desolation to a flourishing and prosperous land that gives us fruit thanks to the close connection between the people and the land. We saw that people do not stop investing and try to look for innovations to strengthen the connection to the land. During the lesson we learned in depth about the different parts of the tree and expanded on how each of them expresses this connection.