6th Grade

Transcription

6th Grade

BIBLE
TEACHER’S GUIDE
6th Grade
BIBLE 600
Teacher’s Guide
LIFEPAC® Overview
5
BIBLE SCOPE & SEQUENCE |6
STRUCTURE OF THE LIFEPAC CURRICULUM |10
TEACHING SUPPLEMENTS |16
Unit 1: From Creation to Moses
23
ANSWER KEYS |27
ALTERNATE LIFEPAC TEST |35
Unit 2: From Joshua to Samuel
39
ANSWER KEYS |43
Unit 3: The Kingdom of Israel
53
ANSWER KEYS |57
Unit 4: The Divided Kingdom
67
ANSWER KEYS |71
Unit 5: Captivity and Restoration
83
ANSWER KEYS |88
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Author:
Alpha Omega Staff
Editor:
Alan Christopherson, M.S.
804 N. 2nd Ave. E.
Rock Rapids, IA 51246-1759
© MCMXCVI by Alpha Omega Publications, Inc. All
rights reserved. LIFEPAC is a registered trademark of
Alpha Omega Publications, Inc.
All trademarks and/or service marks referenced in this material are the property of their respective
owners. Alpha Omega Publications, Inc. makes no claim of ownership to any trademarks and/
or service marks other than their own and their affiliates’, and makes no claim of affiliation to any
companies whose trademarks may be listed in this material, other than their own.
2
Unit 6: The Life of Jesus
99
ANSWER KEYS |103
Unit 7: The Followers of Jesus
115
ANSWER KEYS |119
Unit 8: The Apostle Paul
129
ANSWER KEYS |132
Unit 9: Hebrews and General Epistles
141
ANSWER KEYS |144
Unit 10: Revelation and Review
153
ANSWER KEYS |156
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Teacher's Guide | LIFEPAC Overview
STRUCTURE OF THE LIFEPAC CURRICULUM
The LIFEPAC curriculum is conveniently
structured to provide one teacher handbook
containing teacher support material with
answer keys and ten student worktexts for each
subject at grade levels two through twelve. The
worktext format of the LIFEPACs allows the
student to read the textual information and
complete workbook activities all in the same
booklet. The easy to follow LIFEPAC numbering
system lists the grade as the first number(s)
and the last two digits as the number of the
series. For example, the Language Arts LIFEPAC
at the 6th grade level, 5th book in the series
would be LAN0605.
Each LIFEPAC is divided into 3 to 5 sections and
begins with an introduction or overview of the
booklet as well as a series of specific learning
objectives to give a purpose to the study of the
LIFEPAC. The introduction and objectives are
followed by a vocabulary section which may be
found at the beginning of each section at the
lower levels, at the beginning of the LIFEPAC
in the middle grades, or in the glossary at the
high school level. Vocabulary words are used
to develop word recognition and should not be
confused with the spelling words introduced
later in the LIFEPAC. The student should learn
all vocabulary words before working the
LIFEPAC sections to improve comprehension,
retention, and reading skills.
Each activity or written assignment has a
number for easy identification, such as 1.1.
The first number corresponds to the LIFEPAC
section and the number to the right of the
decimal is the number of the activity.
Teacher checkpoints, which are essential to
maintain quality learning, are found at various
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locations throughout the LIFEPAC. The teacher
should check 1) neatness of work and penmanship, 2) quality of understanding (tested with
a short oral quiz), 3) thoroughness of answers
(complete sentences and paragraphs, correct
spelling, etc.), 4) completion of activities (no
blank spaces), and 5) accuracy of answers
as compared to the answer key (all answers
correct).
The self test questions are also number coded
for easy reference. For example, 2.015 means
that this is the 15th question in the self test of
Section 2. The first number corresponds to the
LIFEPAC section, the zero indicates that it is a
self test question, and the number to the right
of the zero the question number.
The LIFEPAC test is packaged at the centerfold
of each LIFEPAC. It should be removed and put
aside before giving the booklet to the student
for study.
Answer and test keys have the same numbering system as the LIFEPACs. The student may
be given access to the answer keys (not the test
keys) under teacher supervision so that he can
score his own work.
A thorough study of the Curriculum Overview
by the teacher before instruction begins is
essential to the success of the student. The
teacher should become familiar with expected
skill mastery and understand how these grade
level skills fit into the overall skill development
of the curriculum. The teacher should also
preview the objectives that appear at the
beginning of each LIFEPAC for additional
preparation and planning.
LIFEPAC Overview | Teacher's Guide
TEST SCORING AND GRADING
Answer keys and test keys give examples of correct answers. They convey the idea, but the
student may use many ways to express a correct answer. The teacher should check for the
essence of the answer, not for the exact wording. Many questions are high level and require
thinking and creativity on the part of the student. Each answer should be scored based on
whether or not the main idea written by the student matches the model example. “Any Order”
or “Either Order” in a key indicates that no particular order is necessary to be correct.
Most self tests and LIFEPAC tests at the lower elementary levels are scored at 1 point per answer;
however, the upper levels may have a point system awarding 2 to 5 points for various answers or
questions. Further, the total test points will vary; they may not always equal 100 points. They may
be 78, 85, 100, 105, etc.
Example 1
58
72
SCORE
TEACHER
SCORE
TEACHER
initials
date
initials
date
Example 2
84
105
A score box similar to ex. 1 above is located at the end of each self test and on the front of the
LIFEPAC test. The bottom score, 72, represents the total number of points possible on the test.
The upper score, 58, represents the number of points your student will need to receive an 80% or
passing grade. If you wish to establish the exact percentage that your student has achieved, find
the total points of his correct answers and divide it by the bottom number (in this case 72.) For
example, if your student has a point total of 65, divide 65 by 72 for a grade of 90%. Referring to ex.
2, on a test with a total of 105 possible points, the student would have to receive a minimum of 84
correct points for an 80% or passing grade. If your student has received 93 points, simply divide
the 93 by 105 for a percentage grade of 89%. Students who receive a score below 80% should
review the LIFEPAC and retest using the appropriate Alternate Test found in the Teacher’s Guide.
11
The following is a guideline to assign letter grades for completed LIFEPACs based on a maximum
total score of 100 points.
Example:
LIFEPAC Test =
60% of the Total Score (or percent grade)
Self Test
=
25% of the Total Score (average percent of self tests)
Reports =
10% or 10* points per LIFEPAC
Oral Work =
5% or 5* points per LIFEPAC
*Determined by the teacher’s subjective evaluation of the student’s daily work.
Example:
LIFEPAC Test Score
=
92%
92 x .60 = 55 points
Self Test Average
=
90%
90 x .25 = 23 points
Reports
= 8 points
Oral Work
= 4 points
_______________________________________________________________________
TOTAL POINTS = 90 points
Grade Scale based on point system:
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100 – 94
=
A
93 – 86 =
B
85 – 77
=
C
76 – 70 =
D
Below 70 =
F
TEACHER HINTS AND STUDYING TECHNIQUES
LIFEPAC Activities are written to check the level of understanding of the preceding text. The
student may look back to the text as necessary to complete these activities; however, a student
should never attempt to do the activities without reading (studying) the text first. Self tests and
LIFEPAC tests are never open book tests.
Language arts activities (skill integration) often appear within other subject curriculum. The
purpose is to give the student an opportunity to test his skill mastery outside of the context in
which it was presented.
Writing complete answers (paragraphs) to some questions is an integral part of the LIFEPAC
Curriculum in all subjects. This builds communication and organization skills, increases
understanding and retention of ideas, and helps enforce good penmanship. Complete sentences
should be encouraged for this type of activity. Obviously, single words or phrases do not meet the
intent of the activity, since multiple lines are given for the response.
Review is essential to student success. Time invested in review where review is suggested will
be time saved in correcting errors later. Self tests, unlike the section activities, are closed book.
This procedure helps to identify weaknesses before they become too great to overcome. Certain
objectives from self tests are cumulative and test previous sections; therefore, good preparation
for a self test must include all material studied up to that testing point.
The following procedure checklist has been found to be successful in developing good study
habits in the LIFEPAC curriculum.
1. Read the introduction and Table of
Contents.
2. Read the objectives.
3. Recite and study the entire vocabulary
(glossary) list.
4. Study each section as follows:
a. Read the introduction and study the
section objectives.
b. Read all the text for the entire
section, but answer none of the
activities.
c. Return to the beginning of the section and memorize each vocabulary
word and definition.
d. Reread the section, complete the
activities, check the answers with
the answer key, correct all errors,
and have the teacher check.
e. Read the self test but do not answer
the questions.
f. Go to the beginning of the first
section and reread the text and
answers to the activities up to the
self test you have not yet done.
g. Answer the questions to the self
test without looking back.
h. Have the self test checked by the
teacher.
i. Correct the self test and have the
teacher check the corrections.
j. Repeat steps a–i for each section.
5. Use the SQ3R method to prepare for the
LIFEPAC test.
Scan the whole LIFEPAC.
Question yourself on the objectives.
Read the whole LIFEPAC again.
Recite through an oral examination.
Review weak areas
6. Take the LIFEPAC test as a closed book test.
7. LIFEPAC tests are administered and
scored under direct teacher supervision. Students who receive scores below
80% should review the LIFEPAC using
the SQ3R* study method and take the
Alternate Test located in the Teacher
Handbook. The final test grade may be
the grade on the Alternate Test or an
average of the grades from the original
LIFEPAC test and the Alternate Test.
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GOAL SETTING AND SCHEDULES
Each school must develop its own schedule,
because no single set of procedures will fit
every situation. The following is an example of
a daily schedule that includes the five LIFEPAC
subjects as well as time slotted for special
activities.
Possible Daily Schedule
8:15 – 8:25 Pledges, prayer, songs,
devotions, etc.
8:25 – 9:10 Bible
9:10 – 9:55
Language Arts
9:55 – 10:15 Recess (juice break)
10:15 – 11:00 Math
11:00 – 11:45 History & Geography
11:45 – 12:30 Lunch, recess, quiet time
12:30 – 1:15
1:15 – Science
Drill, remedial work, enrichment*
*Enrichment: Computer time, physical education, field trips,
fun reading, games and puzzles, family business, hobbies,
resource persons, guests, crafts, creative work, electives,
music appreciation, projects.
Basically, two factors need to be considered
when assigning work to a student in the
LIFEPAC curriculum.
The first is time. An average of 45 minutes
should be devoted to each subject, each day.
Remember, this is only an average. Because
of extenuating circumstances a student may
spend only 15 minutes on a subject one day
and the next day spend 90 minutes on the
same subject.
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The second factor is the number of pages to
be worked in each subject. A single LIFEPAC
is designed to take 3 to 4 weeks to complete.
Allowing about 3–4 days for LIFEPAC introduction, review, and tests, the student has
approximately 15 days to complete the LIFEPAC
pages. Simply take the number of pages in the
LIFEPAC, divide it by 15 and you will have the
number of pages that must be completed on
a daily basis to keep the student on schedule.
For example, a LIFEPAC containing 45 pages
will require 3 completed pages per day. Again,
this is only an average. While working a 45-page
LIFEPAC, the student may complete only 1 page
the first day if the text has a lot of activities or
reports, but go on to complete 5 pages the next
day.
Long-range planning requires some
organization. Because the traditional school
year originates in the early fall of one year and
continues to late spring of the following year,
a calendar should be devised that covers this
period of time. Approximate beginning and
completion dates can be noted on the calendar
as well as special occasions such as holidays,
vacations and birthdays. Since each LIFEPAC
takes 3–4 weeks or eighteen days to complete,
it should take about 180 school days to finish
a set of ten LIFEPACs. Starting at the beginning
school date, mark off eighteen school days
on the calendar and that will become the
targeted completion date for the first LIFEPAC.
Continue marking the calendar until you have
established dates for the remaining nine
LIFEPACs making adjustments for previously
noted holidays and vacations. If all five subjects
are being used, the ten established target dates
should be the same for the LIFEPACs in each
subject.
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TEACHING SUPPLEMENTS
The sample weekly lesson plan and student
grading sheet forms are included in this section
as teacher support materials and may be duplicated at the convenience of the teacher.
The student grading sheet is provided for
those who desire to follow the suggested
guidelines for assignment of letter grades as
previously discussed. The student’s self test
scores should be posted as percentage grades.
When the LIFEPAC is completed the teacher
should average the self test grades, multiply
the average by .25 and post the points in
the box marked self test points. The LIFEPAC
percentage grade should be multiplied by .60
and posted. Next, the teacher should award
and post points for written reports and oral
work. A report may be any type of written work
assigned to the student whether it is a LIFEPAC
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or additional learning activity. Oral work
includes the student’s ability to respond orally
to questions which may or may not be related
to LIFEPAC activities or any type of oral report
assigned by the teacher. The points may then
be totaled and a final grade entered along with
the date that the LIFEPAC was completed.
The Student Record Book, which was
specifically designed for use with the Alpha
Omega curriculum, provides space to record
weekly progress for one student over a nine
week period as well as a place to post self test
and LIFEPAC scores. The Student Record Books
are available through the current Alpha Omega
catalog; however, unlike the enclosed forms
these books are not for duplication and should
be purchased in sets of four to cover a full
academic year.
WEEKLY LESSON PLANNER
Subject
Subject
Week of:
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Friday
Thursday
Wednesday
Tuesday
Monday
Subject
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WEEKLY LESSON PLANNER
Subject
Week of:
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Subject
Friday
Thursday
Wednesday
Tuesday
Monday
Subject
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Student Name Year
Bible
LP
Self Test Scores by Sections
1
2
3
4
5
Self Test
Points
LIFEPAC
Test
Oral Points
Report
Points
Final Grade
Date
3
4
5
Self Test
Points
LIFEPAC
Test
Oral Points
Report
Points
Final Grade
Date
3
4
5
Self Test
Points
LIFEPAC
Test
Oral Points
Report
Points
Final Grade
Date
01
02
03
04
05
06
07
08
09
10
History & Geography
LP
1
2
01
02
03
04
05
06
07
08
09
10
Language Arts
LP
1
2
01
02
03
04
05
06
07
08
09
10
19
Student Name Year
Mathematics
LP
1
2
3
4
5
Self Test
Points
LIFEPAC
Test
Oral Points
Report
Points
Final Grade
Date
1
2
3
4
5
Self Test
Points
LIFEPAC
Test
Oral Points
Report
Points
Final Grade
Date
3
4
5
Self Test
Points
LIFEPAC
Test
Oral Points
Report
Points
Final Grade
Date
01
02
03
04
05
06
07
08
09
10
Science
LP
01
02
03
04
05
06
07
08
09
10
Spelling/Electives
LP
01
02
03
04
05
06
07
08
09
10
20
1
2
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INSTRUCTIONS FOR BIBLE
The Alpha Omega Curriculum from grades
two through twelve was written with the daily
instructional material written directly in the
LIFEPACs. The student is encouraged to read
and follow his own instructional material thus
developing independent study habits. The
teacher should introduce the LIFEPAC to the
student, set a required completion schedule,
complete teacher checks, be available for
questions regarding both subject content
and procedures, administer and grade tests
and develop additional learning activities
as desired. Teachers working with several
students may schedule their time so that
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students are assigned to a quiet work activity
when it is necessary to spend instructional time
with one particular student.
The Teacher Notes section of the handbook
lists the required or suggested materials for
the LIFEPACs and provides additional learning
activities for the students. The materials section
refers only to LIFEPAC materials and does not
include materials which may be needed for
the additional activities. Additional learning
activities provide a change from the daily
school routine, encourage the student’s interest
in learning and may be used as a reward for
good study habits.
Bible 601 | Teacher's Guide
BIBLE 601
Unit 1: From Creation to Moses
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Teaching Notes | Bible 601
TEACHING NOTES
MATERIALS NEEDED FOR LIFEPAC
Required
(None)
Suggested
•Bible
•Bible atlas
•Bible handbook
•(the reference materials can be in either
book or online formats)
ADDITIONAL LEARNING ACTIVITIES
Section 1: From Creation to Moses
1. Discuss why you think God created man on the sixth day instead of earlier.
2. Discuss the meaning of the word covenant and discuss God’s covenant with Noah.
3. Discuss the results of insisting on having one’s own way. Apply to negative characters in
history such as Nero, Napoleon, Hitler, Pancho Villa, John Wilkes Booth. Apply to Adam and
Eve and the Fall. Then discuss historical characters who sacrificed and who had a positive
influence, such as Martin Luther, John Bunyon, George Washington, David Livingstone, and
Jim Elliot.
4. Divide into two groups. One group explores Cain’s actions and reports on his sacrifice and
his reasons for making it. If possible they try to justify it as Cain would. The second group
reports on Abel’s sacrifice and his reasons for making it. When both groups have spoken,
the actions of the brothers are contrasted, and each student tries to make applications to
himself. (This activity may be done as a group or individually in writing.)
5. Using clay, make an ark. Try to make it to scale, using the Bible account. Use cardboard or
posterboard to make compartments the way you think they looked inside the ark. Make the
top from posterboard also, so you can take it off to look inside.
6. Draw a rainbow. Make an arrow pointing to your favorite color. Write a paragraph telling
about why God gave the rainbow, and another telling about a rainbow you have seen.
(What did it look like? What did you think of it? How long did it last?).
Section 2: Abraham and His Descendants
1. Discuss Jacob’s deception. Then discuss the problems he encountered later with his fatherin-law, Laban, and with his sons selling Joseph. Discuss what may be learned that applies to
our lives, pointing out the problems sin always brings.
2. Contrast Abram and Lot or have the students do it. Discuss the results of their actions (Lot
choosing the fertile valley selfishly, and Abram letting him have it even though he did not
have to).
3. Point out the fact that Abraham was from a place full of idol worshipers and probably had
them in his own family. Discuss Abraham’s faith and love for God. Ask students if God loves
people from poor family backgrounds and will save them as readily as anyone else. Discuss.
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Bible 601 | Teaching Notes
4. Prepare a short skit or pantomime about Joseph. Assign characters and include the dreams
Joseph had, the brothers selling Joseph as a slave, the imprisonment and release of Joseph,
and his brother’s trip to Egypt. If you have a large class, divide and have two presentations.
If the class is small, cut down the number of brothers. Present skits the second day. If time
and material permit, students may dress in bathrobes, fabric remnants, towel headdress,
and so forth.
5. Make signs, one for each of the sons of Jacob. Put the signs into groups (according to
mothers, age of brothers, or any grouping). Students take a few minutes to study the signs;
then divide into two teams. A student from the first team is blindfolded and repeats as
many names as he can remember. His number is recorded. A student from the second
team then goes through the same procedure. When all students have had a turn, the scores
of both teams are totaled, and the team with the highest number of points is declared to be
the winner.
6. Make a chart of a family tree beginning with Abraham and concluding with Joseph’s sons.
7. Draw a picture of Egypt as it looked during the seven good years. Draw a second picture of
Egypt as it look during the famine.
Section 3: Moses and the Law
1. Discuss the rebellions of Korah, Dathan, and Abiram; of Miriam and Aaron; of the twelve
spies; and of the Jewish people. Compare with the attitudes of criminals who rebel against
the law and young people who rebel against parents. Discuss the good attitudes of Isaac,
Joseph, and Joshua. Compare with the attitudes of police officers, firefighters, or others
who give of themselves to help others. Be sure to include missionaries and dedicated
prayer warriors. Discuss the attitudes God expects from us toward our elders and those in
authority over us. Ask students to think of how they compare to the people discussed in this
activity. (This activity is done privately.)
2. Discuss each of the offerings in the first seven chapters of Leviticus:
Burnt
—
consecration
Meal
— Thanksgiving
Peace
—
relationship with God
Sin
—
unintentional sin
Trespass
—
intentional sin
Point out that an offering had to be made, even for unintentional sin. Discuss the Day of
Atonement. Compare these sacrifices to the sacrifice of Christ which atones for all sin.
Discuss salvation.
3. Prepare twenty or thirty strips of paper (any color as long as it is all the same) 1x4 inches
long. Prepare paper of the same color in strips 1x10 inches long (the same number of
strips). Prepare a second set of colored strips exactly the same as the first, but use a
different color. Divide students into groups. Each group is given one of the sets of colored
paper strips and instructed to make a list of Bible characters studied in this section and to
list one fact about each. The character’s name is to be written on the short strip and the
fact on the long one. Students may use reference materials or not depending on how the
teacher wishes to use this activity. One class period should be used for this step. The strips
should be arranged so that the names and facts are matched, and they should be put in a
place where they can be left this way until the teacher has time to check them for accuracy.
The team with the most correct sets is the winner for the day. (The winner will probably
have to be announced the following day so that the teacher may have time to check the
work.) The second half of the activity may be completed the next day, but does not have
to be. On the day it is to be completed, students again get into teams. The items made up
by team #1 are given to team #2, and the set made up by team #2 is given to team #1.
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Teaching Notes | Bible 601
On a signal from the teacher, students match the character with the corresponding fact. A
time limit may be given. The team completing the most correct matches is the winner, or
teams may play until one team finishes. In this case, when one team has finished all have
to stop work until the teacher checks to be sure all items are correctly matched. If there are
mistakes, the game continues.
4. Assign students or groups of students to make five signs (“Genesis,” “Exodus,” “Leviticus,”
“Numbers,” and “Deuteronomy”) before class. Place these around the room. Prepare a list
of Bible verses from these books. Conduct a Bible drill with the verses prepared. When a
student succeeds in finding a verse first, he goes to the book in which the verse was found
and names a character in that book. He receives a point for a correct response. When the
drill is over, the student with the most points is declared to be the winner.
5. Draw or trace a map of the area from Egypt to Canaan including the Wilderness of Sinai and
Midian. Plot important places, such as:
Marah—Moses cast a tree into bitter waters and the waters became sweet
Elim—found twelve wells of water and seventy palm trees
Wilderness of Sin—God gave quail and manna
Rephidim—fought Amalekites; Aaron and Hur held up Moses’ hands
Sinai—Ten Commandments given
Taberah—people punished with fire for murmuring
Hazeroth—Miriam and Aaron rebelled; Miriam smitten with leprosy
Kadesh Barnea—twelve spies returned with a bad report
Wilderness wandering—wandered forty years
Mount Hor—Aaron died and was buried; Eliazar became high priest
Midian—Moses lived for forty years here
6. Write a story, imagining yourself to be an Egyptian during the time of the ten plagues.
You know that Pharaoh will not obey God and this disobedience is the reason for all the
problems you are having. Tell about the things that happen to you and your family. In your
story you may obey God to avoid the judgment of the last plague if you wish.
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Bible 601 | Answer Keys
ANSWER KEYS
SECTION 1
1.1 light
1.2 firmament
1.3 dry land, water, grass, herbs, trees
1.4 sun, moon, stars
1.5 Genesis
1.6 Moses
1.7 God
1.8 atmosphere
1.9 a.earth
b.seas
1.10 Your answer should include: to give light on
earth, to divide day from night, the sun to
shine for day, the moon and stars for night,
to control the seasons.
1.11 water creatures, fowl
1.12 animals, man
1.13 Your answer should include: created in God’s
image, God breathed the breath of life into
man, Adam created from the earth, Eve
created from a rib from Adam’s side.
1.14 rested
1.15 very good
1.16 the job of ruling over
1.17 Any of these: rule, authority, control, power,
sovereignty, right to govern
1.18 the spiritual and eternal part of Creation
given only to man
1.19 Any order:
a. The man would have to work hard for a
living.
b. The wife would be ruled over by the
husband.
c. Adam and Eve were banned from the
Garden of Eden.
d. The serpent was made to crawl on its
belly.
1.20 disobedience
1.21 a.righteous
b.faith
1.22 the murder of Abel
1.23 wander from place to place the rest of his life
1.24 Any order:
a.Enoch
b.Methuselah
c.Lamech
d.Noah
1.25 ACROSS
DOWN
1. Eve
2. fish
2.fowl
3.light
5.Moses
4.Eden
7.God
5.man
8.day
6.sun
1.26 Righteous means being full of everything
that is right.
1.27 One says being “full of right”; the other says
“doing right.” If one is full of right, he can’t
help but do right.
1.28 ROOT WORD
SUFFIX
a.complete
-ion
b.oppress
-ion
c.exist
-ence
d.wicked
-ness
e.supplant
-er
f.assist
-ance
g.sad
-ness
1.29 a. birthright: any rights gained by birth.
b. overseer: the person in charge of
something.
1.30 a.servant
b.dependent
c.defendant
d.student
e.occupant
1.31 eight
1.32 wicked
1.33 Any order:
a.Noah
b.Shem
c.Ham
d.Japheth
1.34 a large ocean liner
1.35 the Lord
1.36 d.obedient
1.37 d.2
1.38 g.100
1.39 b.7
1.40 f.40
1.41 e.8
1.42 a.150
1.43 After Noah and his family left the ark,
they built an altar and worshiped the Lord
(praised the Lord.)
27
Answer Keys | Bible 601
1.44 God made a covenant with the people of the
earth.
1.45 (Answers will vary.) Include such ideas as
the following: God is faithful, God will never
destroy the whole earth with a flood again,
God is remembering His covenant.
28
SELF TEST 1
1.01 a
1.02 c
1.03 b
1.04 g
1.05 h
1.06 d
1.07 j
1.08 e
1.09 f
1.010 i
1.011 k
1.012 l
1.013 p
1.014 m
1.015 n
1.016 good and evil
1.017 man
1.018 wise as God
1.019 wicked
1.020 Any order:
a.Shem
b.Ham
c.Japheth
1.021 a. Abel
b.Cain
1.022 d. disobedient
1.023 c. Seth
1.024 light
1.025 firmament
1.026 dry land, water, grass, herbs, trees
1.027 sun, moon, stars
1.028 water creatures, fowl
1.029 animals, man
1.030 because Noah found grace in God’s eyes (or
because Noah was righteous)
1.031 The following ideas should be included in
your answer: man was created from the
earth, God breathed into him the breath of
life, he became a living soul, God caused a
deep sleep to come upon Adam, God took a
rib from Adam and from it He created Eve,
God blessed them.
SECTION 2
2.1 2.2 2.3 2.4 2.5 2.6 a.Terah
b.Sarai
c.Lot
a.Shem
b.Canaan
a.Egypt
b.Canaan
It is anything that a person worships in place
of the true God.
2.7 Famine is a time when there is a scarcity of
food for men and animals.
2.8 God promised that Abram would be the
father of a nation and that a blessing
for all nations would come through his
descendants.
2.9 Either of these: It was the best land. It was
beautiful.
2.10 a city of people who were completely wicked
2.11 disobedient
2.12 false
2.13 true
2.14 false
2.15 true
2.16 false
2.17 a.nation
b.descendants
2.18 Canaan
2.19 Ishmael
2.20 Isaac
2.21 a.Abraham
b.Sarah
2.22 Hagar
2.23 laughter
2.24 Abram was puzzled about God’s promise of
descendants because he and Sarai had no
children, and they were both much older
than people usually are when they have
children.
2.25 a. Abraham sent his servant to find a wife
for Isaac.
b. The servant arrived at the city well.
c. The servant prayed to God.
d. Rebekah arrived at the city well.
e. Rebekah offered the servant a drink.
f. Rebekah gave water to the servant’s
camels.
g. The servant chose Rebekah for Isaac’s
wife.
2.26 God asked Abraham to offer his son as a
burnt offering to test Abraham’s love for God
and trust in God.
2.27 Either order:
a.Jacob
b.Esau
2.28 a.Esau
b.birthright
2.29 kill
2.30 false
2.31 false
2.32 false
2.33 true
2.34 true
2.35 true
2.36 Esau lost his birthright because he didn’t
think very much of it and sold it to Jacob for
some food.
2.37 a.birth
b.right
2.38 Certain rights that belong to the son who
was born first. For Esau (in Old Testament
times) it meant twice as much inheritance as
the other sons.
2.39 Supplanter means one who takes the place
that rightfully (by right) belongs to someone
else.
2.40 a.angels
b.Bethel
2.41 Any order:
a. that God would be with Jacob,
b. that God would keep Jacob wherever he
went, and
c. that God would bring Jacob back to
Canaan again.
2.42 a.Haran
2.43 b.Rachel
2.44 b.Rachel
2.45 c.Israel
2.46 c.twelve
2.47 Laban gave Jacob his older daughter, Leah,
instead of Rachel, because it was the custom
that the older daughter had to marry first.
2.48 Jacob’s new name was Israel, which means
“One who has power with God and with
men.”
2.49 Jacob and Esau had a happy meeting when
Jacob returned to Canaan.
2.50 because Joseph was the first-born son of
Rachel, the wife Jacob loved best
2.51 a coat of many colors
2.52 Joseph’s brothers hated him.
29
2.53 a. Joseph’s brothers’ sheaves bowed down
to Joseph’s sheaf.
b. The sun, moon and eleven stars bowed
down to him.
2.54 a. Joseph’s father sent him to see his
brothers.
b. Joseph’s brothers saw him coming.
c. Joseph’s brothers planned to kill him.
d. Joseph’s brothers put him into a pit.
e. Joseph’s brothers sold him as a slave.
f. Joseph’s brothers dipped his coat in
goat’s blood.
g. Joseph’s brothers told Jacob that Joseph
had been killed.
2.55 Teacher check
2.56 Joseph’s interpretation of the dream was that
Egypt would have seven years of plenty, then
seven years of famine.
2.57 a.Lord
b.prosperous
2.58 overseer
2.59 Pharaoh
2.60 false
2.61 false
2.62 true
2.63 false
2.64 false
2.65 true
2.66 true
2.67 true
2.68 true
2.69 a.reclaim
b.disobedient
c.cooperated
d.comingle
e.export
f.outside
g.uncertain
h.outcast
i.disbelief
30
SELF TEST 2
2.01 true
2.02 true
2.03 true
2.04 false
2.05 false
2.06 true
2.07false
2.08 true
2.09 true
2.010 false
2.011 c
2.012 b
2.013 d
2.014a
2.015 c
2.016 d
2.017 a
2.018 c
2.019 d
2.020 b
2.021 spies
2.022 famine
2.023 goat’s
2.024 eleven
2.025 bow down
2.026 to be a light by day and by night, to mark the
seasons
2.027 He was being selfish. He was also being
foolish by not thinking of the results of his
choice.
SECTION 3
3.1 a. Israelite boy babies
3.2 b. feared the increasing number of Israelites
3.3 a.three
3.4 a.Amram
b.Jochebed
3.5 Levi
3.6 nurse
3.7 Pharaoh’s
3.8 God caused Pharaoh’s daughter to find him
in the river and to take him to raise.
3.9 Any order:
a. I cannot do it.
b. They won’t believe me.
c. I am not a good speaker.
3.10 having the ability to speak well
3.11 being under the severe rule of another
3.12 b.forty
3.13 b. burning bush
3.14 a.Egypt
3.15 c.Aaron
3.16 ten
3.17 a.cloud
b. fire
3.18 Law or Ten Commandments
3.19 The tenth plague was that the first-born in
every Egyptian family died.
3.20 Manna was like coriander seed: white, with a
taste like wafers made with honey.
3.21 at Mount Sinai
3.22 the burnt offering
3.23 The offerer confessed that he was guilty and
that he believed he was forgiven.
3.24 Leviticus 16
3.25 It pointed to the atonement of Christ and His
work of redemption (dying on the Cross).
3.26 a.Sinai
b.Moab
3.27 forty
3.28 twelve
3.29 two
3.30 a.wilderness
b. forty years
3.31 a.Genesis
b.Exodus
c.Leviticus
d.Numbers
e.Deuteronomy
3.32 3.33 a.nicely
b.usually
c.faithfully
d.merrily
e.wise
f.spiritual
g.joyful
h.abundant
a.abundantly
b.stubborn
c.wisely
d.patiently
31
32
SELF TEST 3
LIFEPAC TEST
3.01 d
3.02 b
3.03 f
3.04 d
3.05 g
3.06 f
3.07 a
3.08 d
3.09 c
3.010 e
3.011 false
3.012 false
3.013 true
3.014 false
3.015 true
3.016 true
3.017 true
3.018 false
3.019 true
3.020 true
3.021 b. Levi
3.022 d. nurse
3.023 d. His wife would not agree to his going.
3.024 c. speak
3.025 forty
3.026 burning bush
3.027 Mt. Sinai
3.028 a. wafers
b.honey
3.029 burnt
3.030 forty
3.031 a. Genesis
b.Exodus
c.Leviticus
d.Numbers
e.Deuteronomy
3.032 The root word, supplant, means “take the
place of”; -er means “one who does this act.”
3.033 Deuteronomy means “Second Law” or
”repeating of the Law.”
3.034 by a cloud by day and a pillar of fire by night
1. g.2
2. f.90
3. k.100
4. h.70
5. i.7
6. d.3
7. j.40
8. b.12
9. c.8
10. a.150
11. true
12. true
13. true
14. false
15. true
16. false
17. false
18. false
19. true
20. false
21. a.Judah
b.Benjamin
22. a.cloud
b. fire
23.light
24. firmament
25. grass
26. moon
27. water creatures
28. man
29. d.Noah
30. b.Sinai
31. c. The people would not obey him.
32. b.wafers
33. a.burnt
34. a.Genesis
b.Exodus
c.Leviticus
d.Numbers
e.Deuteronomy
ALTERNATE LIFEPAC TEST
1. false
2. true
3.false
4. false
5. true
6. false
7. true
8. true
9. false
10. true
11. c.ninety
12. c.three
13. c.mother
14. a.forty
15. c. made excuses
16. a.cloud
17. b.man
18. b. pillar of fire
19. c. burning bush
20. a.burnt
21. rainbow
22. Jacob
23. Deuteronomy
24. Moses
25. two
26. Any order:
a.Shem
b.Ham
c.Japheth
27. 150
28. Jacob
29. Leviticus
30. forty
31. f
32. a
33. h
34. g
35. c
36. k
37. d
38. b
39. e
40. j
41. Jacob pretended to be Esau by putting skins
on his neck and hands and by bringing food
for his father. He told his blind father that he
was Esau and so was given Esau’s blessing by
Isaac, his father.
42. When the people got to the land of Canaan
they refused to go in because they were
afraid. Ten of the twelve spies told them that
it would be too difficult, and they believed
them instead of obeying God. As punishment
they wandered in the wilderness for forty
years.
33
34
Bible 601 | Alternate LIFEPAC Test
BIBLE 601
ALTERNATE LIFEPAC TEST
NAME
________________________________________
DATE
________________________________________
80
100
SCORE ________________________________________
Answer true or false (each answer, 2 points).
1. _______________ Noah took his wife and four sons with him in the ark.
2. _______________ Rain fell for forty days and forty nights during the Flood.
3. _______________ Jacob had seven sons and seven daughters.
4. _______________ Moses belonged to the tribe of Dan.
5. _______________ When a person is able to makes beautiful speeches, he is eloquent.
6. _______________ Moses was 150 years old when he died.
7. _______________ Pharaoh let the people go only after God sent ten plagues.
8. _______________ God gave Moses the Ten Commandments at Mount Sinai.
9. _______________ The manna that God gave the people tasted like cornbread.
10. _______________ Adjectives can often be changed into adverbs by adding -ly.
Write the correct letter and answer on each line (each answer, 2 points).
11. When Isaac was born, Sarah was _________________________ years old.
a. fifty
b. seventy-five
c. ninety
d. one hundred one
12. Moses’ mother hid him from the Egyptians for ______________________ months.
a.six
b.fourteen
c. three
d.seven
13. The person who became Moses’ nurse was his ____________________________ .
a.sister
b.cousin
c. mother
d.neighbor
14. The Israelites wandered in the wilderness for _____________________ years before God allowed
them to go into Canaan.
a. forty
b. twenty
c. eighty-five
d. seven
35
Alternate LIFEPAC Test | Bible 601
15. When God told Moses that he was to be the leader of the Jews, he ___________________________ .
a. was happy
b. was angry
c. made excuses
d. absolutely refused
16. During the day God led the Israelites through the wilderness with a __________________________ .
a. cloud
b. giant bird
c. ball of fire
d. arrow in the sky
17. On the sixth day God created _____________________ .
a. plants
b. man
c. fish
d. lakes
18. At night God led the Israelites with a ___________________________________ .
a. star
b. pillar of fire
c. lightning bolt
d. loud noise
19. When Moses climbed the mountain in the wilderness, he saw ________________________________ .
a. seven angels
b. a lost sheep
c. a burning bush
d. a lion caught in a rock
20. The book of Leviticus speaks of the __________________ offering as the most complete and
significant.
a.burnt
b.peace
c. sin
d.meal
Complete the following statements (each numbered item, 3 points).
21. God gave the ________________________ as a sign of His covenant with Noah.
22. The man whose sons refused to return to Egypt for food without their brother was
_________________________ .
23. The word that means second law is _______________________________ .
24. The author of the first five books of the Bible is __________________________ .
25. The number of each unclean animal that Noah took into the ark was _______________________ .
26. Three sons of Noah were named a. _______________________ , b. _______________________ , and
c. _______________________ .
27. The ark floated for ___________________ days on the flood waters.
28. The name that means Supplanter is _______________________________ .
29. The book in which the Lord Himself speaks in every chapter and almost every verse is
_______________________________ .
30. Moses was in the desert in Midian _____________________ years.
36
Bible 601 | Alternate LIFEPAC Test
Match the following items (each answer, 2 points).
31. _________ the day God created the land animals
a. first
32. _________ the location of Genesis in the Bible
b.second
33. _________ number of people in the ark
c.third
34. _________ the day God rested
d.fourth
35. _________ the location of Leviticus in the Bible
e. fifth
36. _________ numbers of pairs of each clean animal that Noah took into the
ark
f.sixth
37. _________ the day God created the sun, moon, and stars
38. _________ location of Exodus in the Bible
39. _________ God created birds and fish on this day
40. _________ number of Jacob’s sons
g.seventh
h.eight
i.nine
j.twelve
k.seven
Answer the following questions (each answer, 5 points).
41. How did Jacob cheat Esau? _____________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
42. Why were the Israelites not allowed into the land of Canaan for so many years?
_________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
37
Alternate LIFEPAC Test | Bible 601
38
BIB0620 – Apr ‘15 Printing
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ISBN 978-0-86717-228-7
9 780867 172287

6th Grade

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