Exodus 35–40; Leviticus 1; 4; 16; 19

You might consider inviting students to share an image of a temple they have visited or one that they love. You could also display some of the following images of the inside of temples.

Students could share what the temple means to them or any thoughts or feelings they have when they see the temple. Encourage students to consider what the temple can teach them about Heavenly Father and Jesus Christ as they study today.

Explain that after the Lord gave the Ten Commandments to the Israelites, Moses returned to Mount Sinai to receive additional instructions from the Lord.

Invite students to read Exodus 25:8, looking for what the Lord wanted the children of Israel to do and why.

• What can this commandment teach you about the Lord and how He feels about His people?

Explain that the Lord gave Moses instructions for building a sanctuary or tabernacle. Although the ancient tabernacle operated under the law of Moses and thus performed different functions than modern temples, both are houses of the Lord. Like modern temples, the objects and ordinances of the tabernacle were symbolic of Heavenly Father and Jesus Christ and were designed to help the children of Israel on their journey back to Them.

You could draw or display a picture like the following to show the layout of the tabernacle in Moses’s day.

Invite students to use the scriptures listed in the following table to learn about a few of the elements of the tabernacle. (This may be a helpful place to introduce and practice “Understanding Symbolism in the Scriptures,” in Scripture Study Skills. You could also point students to “Exodus 35–40. What was the purpose of the tabernacle?” in Scripture Helps: Old Testament or show the video “The Tabernacle” [7:18] to help them learn about the different objects in the tabernacle.)

7:19

When students finish studying, invite them to share what they learned with a partner or small group. You could discuss the following questions together as a class.

• What symbols were meaningful to you? Why?

• How do you think these symbols may have pointed the children of Israel to Heavenly Father and Jesus Christ?

Invite students to share truths they learned from their study of the tabernacle that can also apply to modern temples. Students could share truths like these: The Lord commands us to build temples so He can dwell among us. The ordinances and symbols of the temple teach about Heavenly Father and Jesus Christ. The temple helps us prepare to return to Heavenly Father and Jesus Christ.

You might choose one of the following options to help students understand the truths they identified:

1. Invite students to find a statement about temples or temple ordinances in a recent general conference address. They could share the statement and why it is meaningful to them with a partner or small group.

2. Give students time to visit ChurchofJesusChrist.org/temples and look for additional insights about the temple.

3. Watch together the videos “Two Apostles Lead a Virtual Tour of the Rome Italy Temple” (11:31) or “Welcome to the Washington D.C. Temple” (11:45) and allow students to share what they learn about how modern temples testify of Heavenly Father and Jesus Christ.

   

   11:31
   

   11:45

You could also display the following statement by Sister J. Anette Dennis and allow students to share what is meaningful to them.

“Everything we do in the temple points to our Father’s plan for us, at the heart of which is the Savior and His atoning sacrifice. The Lord will teach us line upon line through the symbolism of the ordinances and covenants as we open our hearts and prayerfully seek to understand the deeper meanings.” (“Put Ye On the Lord Jesus Christ,” Liahona, May 2024, 11)

Consider discussing the following questions together as a class:

• How does the temple point you to Heavenly Father and Jesus Christ?

• How have you been blessed by the ordinances and covenants of the temple?

You could invite a few students to share with the class something they learned or felt today that they would like to remember. If you live near a temple, encourage students to attend the temple or visit the temple grounds as their circumstances allow. Invite them to look for symbols of Jesus Christ in the ordinances or symbols of the temple.

Return to “Learning Activity Options.”

Consider beginning by introducing the skill “Focusing on Jesus Christ in the Scriptures” in Scripture Study Skills. You could also ask the following question:

• What have you learned about Jesus Christ in your recent studies of the scriptures?

Explain that the book of Leviticus focuses on ordinances and rituals related to the law of Moses. This includes detailed instructions for sacrificial offerings, which were symbolic of the atoning sacrifice of Jesus Christ (see Alma 34:14; Moses 5:5–7).

Invite students to study either Leviticus 1:1–9 or Leviticus 16:7–9, 15–22 along with the entry for Leviticus 1–7 or Leviticus 16 in Scripture Helps: Old Testament. As they study, invite them to find words or phrases that remind them of Jesus Christ and His atoning sacrifice.

When students have finished, invite them to share their insights with a partner or small group. Then ask a few students to share their insights with the class. Some truths students may share include these: Jesus Christ willingly offered Himself a sacrifice for us. Through His atoning sacrifice, Jesus Christ paid for our sins by taking them upon Himself. We can be forgiven of our sins because of Jesus Christ.

You could display the following image as you discuss the question below.

• What can help us remember Jesus Christ’s atoning sacrifice and feel gratitude for Him? (As part of this discussion, it may be helpful to remind students that “the command to offer animal sacrifices ended with the death of Jesus Christ. In the Church today, the ordinance of the sacrament is a reminder of the Savior’s atoning sacrifice” [Topics and Questions, “Sacrifice,” Gospel Library].)

Consider giving students time to reflect and record their thoughts about Jesus Christ and what His atoning sacrifice means for them. To prepare them to do this, you could sing or listen to a sacrament hymn like “I Stand All Amazed” or “As Bread Is Broken” (Gospel Library), or you could watch “For God So Loved the World” (4:48).

4:49

To conclude the lesson, consider sharing your testimony of Jesus Christ or inviting a few students to do so. You could also share the following statement by President Dallin H. Oaks:

Jesus Christ endured incomprehensible suffering to make Himself a sacrifice for the sins of all. That sacrifice offered the ultimate good—the pure Lamb without blemish—for the ultimate measure of evil—the sins of the entire world. In the memorable words of Eliza R. Snow:

His precious blood he freely spilt;

His life he freely gave,

A sinless sacrifice for guilt,

A dying world to save.

That sacrifice—the Atonement of Jesus Christ—is at the center of the plan of salvation. (“Sacrifice,” Ensign or Liahona, May 2012, 19)

Return to “Learning Activity Options.”

Write the word sacrifice prominently in the center of the board. Ask students what thoughts or feelings come to mind when they see that word.

Invite students to think about how willing they typically are to make sacrifices for Heavenly Father. As they study today, encourage them to look for truths that can help them in their efforts to live the Lord’s law of sacrifice.

Explain that Leviticus 1 contains the Lord’s instructions for the Israelites to make burnt offerings. Priests made these offerings daily. The offerings can be seen as symbolic of the Savior’s Atonement. They were a sign of Israel’s continual commitment to the Lord.

Invite students to look for the meaning of the word sacrifice in the following statement by Bishop L. Todd Budge of the Presiding Bishopric:

In modern usage, the term sacrifice has come to connote the concept of “giving up” things for the Lord and His kingdom. However, in ancient days, the meaning of the word sacrifice was more closely tied to its two Latin roots: sacer, meaning “sacred” or “holy,” and facere, meaning “to make.” Thus, anciently sacrifice meant literally “to make something or someone holy.” Viewed as such, sacrifice is a process of becoming holy and coming to know God, not an event or ritualistic “giving up” of things for the Lord. …

Sacrifice is less about “giving up” and more about “giving to” the Lord. (“Giving Holiness to the Lord,” Liahona, Nov. 2021, 101)

• What does this statement help you understand about the purpose of sacrifice? (Students could identify a truth like this: Making sacrifices to the Lord helps us to become holy and draw nearer to Him.)

Consider displaying the following instructions and giving students time to complete the study activity:

1. Study Leviticus 1:1–9, looking for aspects of animal sacrifice that could relate to making sacrifices for the Lord today.

2. Find additional scriptures or statements from Church leaders that help you understand how to live the law of sacrifice in our day. Examples include Romans 12:1–2; Omni 1:26; 3 Nephi 9:19–20.

After students have had sufficient time to study, invite them to share what they learned with a partner or small group. You could also invite them to discuss the following questions:

• What can we learn about sacrifice from the life of Jesus Christ? (You could find scriptural examples to share.)

• How could your willingness to make sacrifices for Heavenly Father and Jesus Christ help you become more like Them?

Consider asking students to think about times when they willingly made sacrifices for the Lord. Invite a few willing students to share about their experience and how the Lord blessed them.

Invite students to think about how they might more fully live the Lord’s law of sacrifice. Give them time to record thoughts or spiritual impressions they have had. You could also invite a few willing students to share their ideas with the class.

Return to “Learning Activity Options.”