Israel at War Lesson Plans
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Sefirat HaOmer: Counting Up

Grade Level: 2-4
Time: 30 minutes

Introduction

In this lesson, students will be introduced to the time period of Sefirat HaOmer, its connection to the Shivat HaMinim (seven species), and the different reasons for counting as we do. Students will also have the opportunity to make meaningful connections between the commandments about the time period and the process of growth.

Objectives:

  • Students will identify how Sefirat HaOmer relates to the Shivat HaMinim.
  • Students will explore the significance of counting up to the holiday of Shavuot.
  • Students will explain the mitzvah of counting Sefirat HaOmer and its relevant components.

Materials Needed:

Procedure

Hook:

The Shivat HaMinim are the seven species that the Torah lists as special to the land of Israel. These seven species are: wheat, barley, grapes, pomegranates, figs, olives, and honey (dates). Two of these species are associated with the time period of the Omer and this hook serves to connect these two concepts.

Utilizing the provided card deck (linked above), begin the lesson by having students play one of the following activities. Print as many copies of the Shivat HaMinim cards as necessary for the chosen activity:

  • Guess Who – hand out one card to each student. The students should group in pairs and ask each other “yes or no” questions to guess which of the Shivat HaMinim the other student was given. Put the large image with all of the 7 minim on the large screen as a reference point for the students. 
    • A card deck can be printed for each student, then the students can select their card and utilize the rest of the card deck as the reference point for playing a game of “Guess Who.”
  • Memory – print out two copies of the card deck for each group of 2-3 students. Give the double card deck to the students and ask them to play memory utilizing all the cards.
  • Headbands – a student is called up to the front of the room. He or she is unaware of the card they have been handed, while the class is aware of what it is. This card can be clipped onto a paper headband on the student’s head. The student has to ask questions in order to identify the card they were given. 

Once this activity has been completed, the prompt the students to guess which of the Shivat HaMinim relates to the time period of Sefirat HaOmer. 

Answers: Barley and Wheat. 

Part 1: 

Utilizing the provided image (linked above), explain that the time period between Pesach and Shavuot is called Sefirat HaOmer.  Ask the students to explain what the word Sefirat means and then explain to the students what it means to count. Then, show the students that two things are being counted during this time period. 

  • The time period between Pesach and Shavuot. 
  • The time period between the offering of barley (the beginning of the barley harvest) and the offering of wheat (the beginning of the wheat harvest).

If appropriate, prompt the students to consider why they might be counting in between the two parts. Additionally, point out the relationship between Pesach and Shavuot, and the relationship between the beginning of the two parts of the grain harvest. 

Part 2:

Explain to students that there are two ways to count towards something exciting – one can count up and one can count down. Provide examples of a countdown chart for a birthday party/family trip/100th day of School as a way of providing context to the students. 

Ask the students to guess which way one counts the 49 days; does one count up or does one count down? Then, ask the students to brainstorm ideas as to why they are counting up, as opposed to counting down. 

Possible ideas include: Building up towards something, it is more positive to add than it is to take away.

Part 3:

Explain to the students that something that people work on during this time is their own “personal growth.” Explain that in the same way, the Jews prepared to receive the Torah during this time, we as Jews prepared to receive the Torah during this time. Draw/create a physical mountain (from cardboard/oaktag). Students should respond to a physical card that says “I am preparing to receive the Torah by…” and then hang all of the students’ cards on the mountain. (This can remain in the classroom during the period of Sefirat HaOmer as a beautiful bulletin board for this time period, and can be added to throughout the weeks).

For a digital adaptation, a Padlet can be created that has a mountain in the background and ask the students to respond to the same prompt using a sticky note post. 

Conclusion:

Review with students how to count Sefirat HaOmer. Model the beracha, as well as stating the name of the particular day.

Blessing:

בָּרוּךְ אַתָּה ה׳ אֱלֹקינוּ מֶֽלֶךְ הָעוֹלָם אֲשֶׁר קִדְּשָֽׁנוּ בְּמִצְוֺתָיו וְצִוָּֽנוּ עַל סְפִירַת הָעֹֽמֶר׃

BA-RUCH A-TAH ADO-NAI E-LO-HE-NU ME-LECH HA-OLAM ASHER KID-E-SHA-NU BE-MITZ-VO-TAV VETZI-VA-NU AL SEFI-RAT HA-OMER.

Blessed are You, Lord our God, King of the Universe, who has sanctified us with His commandments, and commanded us concerning the counting of the Omer.

Counting (as if for day one): 

הַיּוֹם יוֹם אֶחָד לָעֹמֶר – Today is the first day of the Omer

Addendum:

Optional: provide the students with a Sefirat Haomer calendar for students to keep track of their counting. Challenge the students to an “Omer counting challenge” where they count daily and receive something for each day that they count.