1st Biblesamples

Grade 1
Unit 1
BIBLE 101
GOD CREATED ALL THINGS
CONTENTS
I. GOD CREATED THE HEAVEN . . . . . . . . . . . . . . . . . . 2

God Created Day . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
God Created Night . . . . . . . . . . . . . . . . . . . . . . . . . . 6
II. GOD CREATED THE EARTH . . . . . . . . . . . . . . . . . . . 9

God Created Land and Sea . . . . . . . . . . . . . . . . . . . 10
God Created Plants and Animals . . . . . . . . . . . . . . . 12
III. GOD CREATED PEOPLE . . . . . . . . . . . . . . . . . . . . . . 18

God Created Me . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
God Loves Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Author: Barbara Angier

Editor: Mary Ellen Quint, M.A.
Consultant Editor: Rudolph Moore, Ph.D.
Revision 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, Doc Dickory, Dewey Decimole,
Revver, Rikki, and Vicky Dickory are registered trademarks or trademarks of Alpha Omega Publications, Inc.
pending registration in the United States Patent and Trademark Office. All rights reserved.
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.
Learn with our friends:
Hello, boys and girls. I

am Doc. Come and learn
with my grandchildren.
Hey! I am Revver.
I like a lot of
action. I am Vicky, I love
learning new
things.
When you see me, I will help your

teacher explain the exciting things
you are expected to do.
When you do actions with me you

will learn how to write, draw, match
words, read, and much more.
You and I will learn about matching

words, listening, drawing, and other
fun things in your lessons.
GOD CREATED ALL THINGS
(Genesis chapters 1 and 2)
God created the whole wide world.

He created everything in it.
1. I can tell who created the world.

2. I can name what God created.
3. I can tell who created me.
4. I can tell why I am very special.
Write your name.
page 1 (one)
I. GOD CREATED THE HEAVEN
(Genesis 1 :1 5, 1419)
In the beginning
God created the heaven.
(Genesis 1:1)
God created all things.

God created day and night.
God created light and dark.
page 2 (two)
Talk about the pictures.
day light
night dark
page 3 (three)
GOD CREATED DAY
(Genesis 1 :3 5, 1419)
God created day.

He made light.
He made the sun.
page 4 (four)
Draw something you do in the daytime.
Trace.
G od created day.
page 5 (five)
GOD CREATED NIGHT
(Genesis 1 :4 and 5, 1419)
God created night.

It was very dark.
God made lights for night.
God made the .
God made the .
page 6 (six)
Circle the things you do at night.
page 7 (seven)
SELF TEST 1
Circle the day pictures.
Put an X on each night picture.
EACH ANSWER, 1 POINT
5
6 Teacher Check
Initial Date
page 8 (eight)
Grade 1
Part 1
Bible 100
Teachers Guide Part 1
CONTENTS
Curriculum Overview . . . . . . . . . . . . . . . . . . . . . . . . . 3
LIFEPAC Management . . . . . . . . . . . . . . . . . . . . . . . . 11
Teacher Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Bible 101 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Bible 102 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Bible 103 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Bible 104 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Bible 105 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Cumulative Word List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
Cumulative List of Memory Verses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Alternate Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
Revision 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, Doc Dickory, Dewey Decimole,
Revver, Rikki, and Vicky Dickory are registered trademarks or trademarks of Alpha Omega Publications, Inc.
pending registration in the United States Patent and Trademark Office. All rights reserved.
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.
L I F E P A C
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Bible 100 LIFEPAC Management
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
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 II. 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 and appear at the back
of this handbook. 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.
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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.
58 84
ex. 1 ex. 2
72 105
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
Teachers Guide.
The following is a guideline to assign letter grades for completed LIFEPACs based on a
maximum total score of 100 points.
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 teachers subjective evaluation of the students daily work.
14
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: 100 94 = A

93 86 = B
85 77 = C
76 70 = D
Below 70 = F
15
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 ai for each section.
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5. Use the SQ3R* method to prepare for the LIFEPAC test.

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.
*SQ3R: Scan the whole LIFEPAC.
Question yourself on the objectives.
Read the whole LIFEPAC again.
Recite through an oral examination.
Review weak areas.
17
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 Mathematics

11:00 11:45 Social Studies
11:45 12:30 Lunch, recess, quiet time
12:30 1:15 Science

1:15 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.
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
18
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.
FORMS
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 found on page 3 of this section. The students 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 or additional learning
activity. Oral work includes the students 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.
19
T E A C H E R
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Bible 100 Teacher Notes
INSTRUCTIONS FOR FIRST GRADE BIBLE
The first grade handbooks of the LIFEPAC curriculum are designed to provide a step-by step
procedure that will help the teacher prepare for and present each lesson effectively. In the early
LIFEPACs the teacher should read the directions and any other sentences to the children.
However, as the school year progresses, the student should be encouraged to begin reading
and following his own instructional material in preparation for the independent study
approach that begins at the second grade level.
This section of the teacher handbook includes the following teacher aids: 1) Cumulative Word
List 2) Teacher Instruction Pages.
The Cumulative Word List is made up of words introduced at least once in one of the ten
subject LIFEPACs. An asterisk (*) following a word indicates a direction-word that the children
will need to know by sight to complete the work independently. Sight words are words that
either are needed before their phonetic presentation or do not follow the standard phonetic
rules. These words need to be learned through memorization and children should be drilled
on them frequently. The drill may be done by use of a chart posted in a prominent place, by
word card drills, word recognition or meaning games. Some words on the Cumulative Word
List are not expected to be part of the students reading vocabulary but part of his speaking
vocabulary for better understanding of subject content.
A cumulative list of Memory Verses is included on page 217. This can be duplicated and kept
for easy reference as the students work on learning the verses.
The Teacher Instruction Pages list the Concept to be taught as well as Student Objectives and
Goals for the Teacher. The Teaching Page contains directions for teaching that page. The
Activities section at the end of each lesson is optional and may be used to reinforce or expand
the concepts taught.
Materials needed are usually items such as pencils and crayons which are readily available.
Additional items that may be required are writing tablets or any lined paper, alphabet cards,
color and number charts, and flash cards for vocabulary words.
27
Page 1: God Created all Things
CONCEPT: God created the whole world.
OBJECTIVE: Introduce all the objectives.
MATERIALS NEEDED: pencils
BIBLE REFERENCE: Genesis 1:1 and 2
TEACHING PAGE 1:
Read the title to the children. Discuss it
with them. Write (Genesis 1:1 and 2) on the
board. Tell the children that Genesis is the
first book of the Bible. Show them where
Genesis is in the Bible. Tell the children that
the numbers after the word Genesis tell
them where to find certain verses. Show
them Chapter 1, Verses 1 and 2, in Genesis.
Do not spend a long time on this activity.
Simply introduce the idea and mention it
as you present each Bible verse. The
children will gradually learn how to
interpret the Bible reference.
Ask the children to look at the picture.
Let them tell what it is. Read the text and
discuss briefly.
Read the objectives one-by-one. Have
the children repeat each one as you read
it. Explain to the children that the
objectives tell them what they will be able
to do when they complete the LIFEPAC.
Read the direction at the bottom of the
page. Check each childs name. Circle
any letters that are not formed correctly.
Have them practice these letters in their
writing tablets.
ACTIVITIES:
Read books on creation.
29
PART I: GOD CREATED THE HEAVEN
This section will explore Gods wonderful

heaven. When God created the heaven,
He divided it into two parts. He called the
light, day and the darkness, night.
This section will appeal somewhat to
the scientist within each child. The idea of
day and night lends itself to demonstration
activities. Several experiments, in which the
concepts of light and dark become visible,
will be done in this section.
Page 2: God Created the Heaven
CONCEPT: God created the heaven.
OBJECTIVE: I can name what God

created.
BIBLE REFERENCE: Genesis 1:1
READING INTEGRATION: listening, left to

right, main idea
Ask the children if they can read the
VOCABULARY: created, day, GOD, beginning of the next sentences (God
heaven, light, night created. . .). Complete the sentence and
have them read the complete sentence
MATERIALS NEEDED: word cards after you.
Discuss the three sentences and the
TEACHING PAGE 2: pictures.
Read the title. Have the children follow
along moving their fingers from left to right.
Introduce the vocabulary words created,
God, and heaven. Ask the children to find
these words in the title and circle them.
Take note of any child who has difficulty
recognizing the word in its upper-cased
form (createdCREATED) and have an
aide or helper work with the child.
Ask the children to read the title
together. Ask them if they can find the
same sentence somewhere on the page
(yes, in the quote).
Read the Bible reference and have the
children repeat it. Call attention to the
reference in parentheses.
30
Page 8: Self Test 1
CONCEPT: Evaluate childs progress.
MATERIALS NEEDED: Pencils
TEACHING PAGE 8:
Read the directions to the children as
they listen. Read the directions again as
they follow along. Let the children
complete the page independently. Be
available for individual questions.
Correct the test and discuss it with each
child.
If a child does poorly on this page,
review Section I pages and activities,
especially 3, 6, and 7.
Make clear to the children that the self
tests tell them what they have learned and
what they still need to study. Do not treat
tests in such a way that children become
frightened of them.
ACTIVITIES:
1. Some students can give you one or
two sentences to go with each picture.
2. Have the children tell stories for
selected pictures.
37
PART II: GOD CREATED THE EARTH
This section discusses the creation of

Gods beautiful earth. It will talk about all
parts of Gods earththe land and sea,
the plants and animals, and the people.
Just as the first section talked about the
heavens as having two parts, day and
night, this section can talk about the earth
and everything in it as being divided into
two parts, living things and nonliving things.
Then this question can be asked: What
makes a thing to be living as opposed to
nonliving? Why is a plant one of Gods
living things, but a rock is a nonliving
thing? The land and the sea will be talked
about as Gods nonliving parts of the
earth. This section will show, however, that
both land and sea are inhabited by living
plants and creatures. Emphasize that all
living things have in common that they are
alive and that they grow. Nonliving things
are not alive and they do not grow.
Page 9: God Created the Earth Introduce the remaining vocabulary

words in the context of the text. Discuss
CONCEPT: God created the earth. each sentence as it is read. Ask the children
if they know who Adam and Eve are.
OBJECTIVES:
I can tell who created the world. ACTIVITIES:
I can name what God created. 1. Have the children copy Genesis 1:1 in
their writing tablet.
BIBLE REFERENCE: Genesis 1:1 2. Read the words land, Adam, plants,
and animals to the class. Ask them if they
VOCABULARY: Adam, animals, earth, Eve, hear a sound that is alike (short a). Ask them
land, plants, sea, things to think of other short a words. Use the short
Aa chart made in language Arts 100 or
MATERIALS NEEDED: word cards, writing make a short a chart.
tablet, pencils 3. Read books on plants and animals.
TEACHING PAGE 9:
Write the title on the board. Ask the
children to read as much as they can.
Introduce the word earth to complete the
sentence. Have the children read the
entire title. Read Genesis 1:1 with the
children.
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Page 17: Self Test 2
CONCEPT: Evaluate childs progress.
MATERIALS NEEDED: pencils, crayons
TEACHING PAGE 17:

they follow along.
After the children have completed their
self-test page, go over the questions and
answers with them. If they had difficulty
with any of the activities, review those
pages and activities that stress the
concepts taught. Review page 12 for
Activity 1, page 14 for Activity 2, and pages
2 and 9 for the memory verse.
47
PART III: GOD CREATED PEOPLE
In this section the children will explore

their uniqueness. This section is very
important because, as they develop a
better understanding and fondness of
themselves, children can begin to like
others and focus on other areas of their
world; but their understanding of me
must come first.
In getting across the idea of
specialness, the concepts presented in
the first two sections are reviewed. The
children can begin to understand how
very special they are by being reminded
that God made His beautiful plants and
animals very special and that He loves
each one. God loves His children more. He
made them even more special than His
plants and animals. As you refer to each
childs uniqueness, point out that each
person has his own special qualities or
talents which are gifts from God.
Page 18: GOD CREATED PEOPLE TEACHING PAGE 18:

Read the page to the children as they
CONCEPT: God made all people. listen. Read it again as they follow.
After you have read the Bible reference
OBJECTIVES: and verses to the children, initiate a
I can name what God created. discussion of the verses. Talk about the idea
I can tell who created me. that everything that God made is good
and very special. However, when God
TEACHER GOAL: To teach the children that made man and woman, He made them
God made all people. extra special. God made people even
more special than plants and animals. Point
BIBLE REFERENCE: Genesis 1:2628 out that people can think and love and tell
the difference between right and wrong.
READING INTEGRATION: writing first and last We can call this extra thing that God gave
name, speaking in a group, left to right, to people free will. Plants and animals do
listening, letter recognition not have this special gift.
VOCABULARY: people, (Adam, Eve) ACTIVITIES:
1. Tell the children that peoples names
MATERIALS NEEDED: Worksheet 22, crayons, always begin with a capital letter. Put
construction paper, old magazines, paper, capital letters A and E on the chalkboard.
writing tablet Next to these letters put their small letters.
48
Ask the children what name on the page

begins with A (Adam). Ask them what
name begins with E (Eve).
2. Collect old magazines. Maybe the
parents could be asked to bring in any
extra magazines they have. Have the
children cut out pictures of people. Have
the children paste these pictures on a
piece of colored construction paper in
collage form. Title the collage.
3. Help each child to make a
headband. Cut strips of construction
paper about 2 by 22. This construction
paper will be the headband. Help the
children to write their name on the
headband (in the center, lengthwise) in
large letters with a crayon. After their name
is written, they may make their own designs
all around their name. Point out once
again the uniqueness of each person.
4. Help the children to cut out a string
of paper dolls. Talk about some people in
their lives who might be very special to
them. Example: Members of their family
and special friends. Let the children color
each paper doll and write a name on it.
5. Have the children color the paper
doll on Worksheet 22 to look like
themselves. Make a special bulletin board
for the paper dolls. Cut out a large
construction-paper house for the bulletin
board. Have each child write his initials on
his paper doll.
6. Help the children to write their first
and last names in their writing tablets.
Reinforce the idea that each name begins
with a capital letter.
49
Pages 28 and 29: Self Test 3
CONCEPT: Evaluate the childs progress.
TEACHING PAGES 28 and 29:

they follow along. Read the sentences in
the second activity and wait until each
child has circled the answer before going
on to the next activity.
self test pages, go over the questions and
answers with them. If they have trouble with
a particular question, review those pages
and activities that stressed the concepts
tested.
Activity 1: Review pages 4, 10, 12, and
20.
Activity 2: Review pages 3, 23, and 26.
Activity 3: Review pages 4, 6. 12, and 14.
Activity 4 Review pages 20 and 27.
Use page 30 to test any further
concepts that your class or an individual
child needs tested; or use the page as a
summary page and ask the children to
draw what they liked best from the
LlFEPAC.
61
LIFEPAC TEST AND ALTERNATE LIFEPAC TEST
TEACHING LIFEPAC TEST:

they follow along. Read the sentences in
the first activities. Read each sentence and
wait for the children to circle the answer
before going on to the next sentence.
Bible LIFEPAC Test, go over the questions
and answers with them. If they have trouble
with a particular question, review the
pages and activities that stress the
concept taught.
Activity 1: Review pages 6, 14, 19, 20,
and 21.
Activity 2: Review pages 20 and 27.
If a child does not achieve the
acceptable level on the test, more
extensive review of the LIFEPAC by an aide
or parent is necessary. After sufficient
review administer the alternate LIFEPAC
Test following the same procedure as given
for the LIFEPAC Test.
65
66
67
L I F E P A C
W
O
R
K
S
H
E
E
T
Reproducible Worksheets
for use with the Bible 100
Teachers Guide
S
219
Name ___________________
Here is a way to make a funny animal out of the
letter N.
What can you make out of this N?
N
Bible 101
Worksheet 3 Teacher check _______________
with page 6
223
Initial Date
Name ___________________
Look at the parts of the flower.
Color the flower.
flower
leaf
stem
roots
Bible 101
with page 13
238
Initial Date
Name ___________________
Color the words. Cut them apart to make a puzzle.
Bible 101
with page 26
247
Initial Date
NFC ACADEMY
FIRST GRADE DAILY LESSON PLANNER
BIBLE UNITS 1-5

NFC ACADEMY | 3000 N. MERIDIAN ROAD, TALLAHASSEE, FL 32312
NFC Academy Lesson Planner
1st Grade Bible Units 1 5
This NFC Academy Teacher Guide is designed to keep homeschool families on track for a completion during a school year program of approximately 180
days. Schedules may vary and the parent may adjust the teaching assignments as required by the home schedule, but all work must be completed.
Information in this teacher guide comprises five units of study in a course and most units have 10 units for a full year. The parent may record the date
each unit is completed or may plan out the units work and record the date to be completed. This Teacher Guide is a tool to assist the parent in meeting
the educational goals for their child.
The following explanations to this Teacher Guide:
Day: The day of your school year from start date. It should take you 15-18 days to complete a unit and with 10 units per subject that results in the 180
days of the program.
Date to Complete: That can be used to record the date you completed the study, or may be best used by establishing the date for each lesson to be
completed. You may do more than one lesson per day when you carry over a lesson to the next days assignment, and make adjustments to ensure that
your child has covered the material adequately. Flexibility can be made to fit your schedule, but most of the time a regular routine helps ensure that you
stay on a track to finish as you planned.
Teacher Notes: Refers to the page number from the Teachers Curriculum Guide that was sent to you. This is where you have the information needed
to conduct each lesson.
Student LIFEPAC: The student work book that will correspond to the information from the Teacher Notes.
Worksheet: Refers to the worksheet for the assigned lesson located in the back of the Teachers Guide. Page number is listed for the worksheet. Check
to ensure that you use the worksheet for the page of the lesson in the Student Life Pac and Teachers Guide lesson of the day
Bible: Refers to the ten LIFEPAC bible worktexts, that, using Scripture-based (in KJV) lessons, teach your students about Gods creation, His love for all
of His children, how we can pray, His desire for us to be good, His promise, many of the Old and New Testament Stores, Jesus our Savior and much
more. To engage your young students in learning, these brightly illustrated worktexts come with hands-on coloring activities as well as simple-to-read
Bible verses and age-appropriate circle-the-answer questions.
NFC Academy Resource Teacher: You will be assigned an NFC Academy Resource teacher who will be available t answer your questions throughout
your school year.
Report Cards: Report card grades will be created for each semester with the units 1-5 comprising the grades for the first reporting period. The second
report period will be made up of units 6-10. Your NFC Academy Resource teacher will have the necessary paperwork for you to complete. Once you have
Page 1 of 15
completed the grades you will submit to your Resource teacher who will complete the report card grades for you. Report card grades will be available
online using your RenWeb Parent Portal. Final report cards will be sent to you by the NFC Academy office.
First Grade Bible Unit 1
Day Date to Complete Teacher Guide Student LIFEPAC Worksheet
1 ______________ God Created All Things; p.29 God Created All Things; p.1 ------------------------
1 ______________ God Created the Heaven; p.30 God Created the Heaven; p.2 ------------------------
1 ______________ Discussion Page; p.31 Talk About the Pictures; p.3 ------------------------
2 ______________ God Created Day; p.32 God Created Day; p.4 Worksheet #1; p.221
2 ______________ Activity Page; p.33 Draw Something You do in ------------------------

the Daytime; p.5
3 ______________ God Created Night; p.34-35 God Created the Night; p.6 Worksheet #2; p.222
Worksheet #3; p.223
3 ______________ Activity Page; p.36 Circle Things that You do at Night; p.7 Worksheet #4; p.224
3 ______________ Review Part 1 Review Part 1 ---------------------------
4 ______________ Self-Test 1; p.37 Self-Test 1; p.8 ---------------------------
4 ______________ Part 2: God Created the Earth; p.38 God Created the Earth; p.9 ---------------------------
5 ______________ God Created Land and Sea; p.39 God Created the Land and Sea; p.10 Worksheet #5; p.225
Worksheet #6; p.226
Worksheet #7; p.227
Page 2 of 15
5 ______________ Activity Page; p.41 Memory Verse; p.11 Worksheet #8; 17,
My Creation Book; p.228-237
6 ______________ God Created Plants and Animals; p.42 God Created Plants and Animals; p.12 ----------------------------
6 ______________ Activity Page; p.43 Draw Your Favorite Plant; p.13 Worksheet #18; p.238
7 ______________ God Created Plants and Animals; p.44 God Made Fish; p.14 Worksheet #19-20; p.239-240
7 ______________ Activity Page; p.45 Draw Your Favorite Animal; p.15 Worksheet #21; p.241
8 ______________ Activity Page; p.46 Color All the Things God Made; p.16 Worksheet #23,24a,24b; p.243-245
8 ______________ Review Part 2 Review Part 2 --------------------------
9 ______________ Self-Test 2; p.47 Self-Test 2; p.17 --------------------------
9 ______________ Part 3: God Created People; p.48-49 Part 3: God Created People; p.18 Worksheet #22; p. 242
10 ______________ God Created Me; p.50 God Created Me; p.19 --------------------------
10 ______________ I Am Special; p.51-52 God Made Me Special; p.20 --------------------------
11 ______________ I Am Special, Looks; p.53 I do not Look Like a Plant; p.21 --------------------------
11 ______________ I Am Special, Thoughts; p.54-55 People Are Not Like...; p.22 --------------------------
12 ______________ I Am Special, God Make Me; p.56 God Created All People; p.23 Worksheet #25; p.246
12 ______________ Activity Page; p.57 Draw a Picture of Yourself; p.24 ----------------------------
13 ______________ Activity Page; p.58 Memory Verse; p.25 ----------------------------
13 ______________ God Loves Me; p.59 God Loves Me; p.26 Worksheet #26; p.247
14 ______________ Activity Page; p.60 Learn This Prayer; p.27 -----------------------------
Page 3 of 15
14 ______________ Review Part 3 Review Part 3 ----------------------------
15 ______________ Self-Test 3; p.61 Self-Test 3; p.28 ---------------------------
15 ______________ Take Home Activity; p.62-64 (optional) Take Home Activity; p.31-33 ---------------------------
16 ______________ Review All Parts Review All Parts ----------------------------
17 ______________ LIFEPAC Test/Alternate Test, Unit 1; LIFEPAC Test/Alternate Test, Unit 1; ----------------------------
LIFEPAC Test Answer Key, p. 65-66; (should have been removed at
Alternate Answer Key, p. 67; beginning of Study).
Alternate Student Test, p. 301-304
Congratulations this unit is complete!
The NFC Academy Lesson Planner is the work of NFC Academy for our families and not to be copied or used without specific written permission from the
NFC Academy by anyone not an enrolled family at NFC Academy.
Page 4 of 15
1 ______________ God Loves His Children; p.69 God Loves His Children; p.1 ------------------------
1 ______________ God Cared For His Children God Cared For His Children; p.2 Worksheet #1; p.249
In the Bible; p.70-71
2 ______________ God Took Care of Shadrach, Meshach, They Helped Each Other; p.3 Worksheet #2; p.250
And Abednego; p.72
2 ______________ God Took Care of Shadrach...; p.73 The Kings Name was; p.4 Worksheet #3; p.251
3 ______________ God Took Care of Shadrach...; p.74 Do You Think; p.5 ---------------------------
3 ______________ God Took Care of Joash; p.75 Circle Yes or No; p.6 Worksheet #4; p.252
4 ______________ God Took Care of Joash; p.76 Help Baby Joash; p.7 Worksheet #4; p.252
4 ______________ Activity Page; p.76 Write One of the Words; p.8 ----------------------------
5 ______________ God Took Care of Joash; p.77 The Bible Tells Us; p.9 Worksheet #5; p.253
5 ______________ God Took Care of Esther; p.78 Unscramble These Words; p.10 Worksheet #6; p.254
6 _______________ God Took Care of Esther; p.79 He Wanted a New Wife; p.11 Worksheet #6; p.254
6 _______________ Activity Page; p.80 Write the Word on the Line; p.12 Worksheet #7; p.255
6 _______________ Review Part 1 Review Part 1 ----------------------------
7 _______________ Self-Test 1; p.81 Self-Test1; p.13 ----------------------------
7 _______________ Part 2: God Loves and Takes...; p.81 Part 2: God Loves and Takes...; p.14 ---------------------------
8 _______________ Gods Care; p.82 We Learn About God; p.15 ---------------------------
8 ________________ We Can Learn About God; p.82 We Can Learn About God; p.16 ----------------------------
Page 5 of 15
9 ________________ We Can Learn About God; p.83 Find the Hidden Word; p.17 Worksheet #8; p.256
10 ________________ We Can Learn About God; p.84 We Can Learn About God; p.18 ----------------------------
11 _______________ Activity Page; p.85 Draw a Picture; p.19 ----------------------------
11 _______________ God Watches Over Us; p.86 God Watches Over Us; p.20 ----------------------------
12 _______________ God Takes Care of Us; p.87 God Helps Parents; p.21 ----------------------------
12 _______________ God Takes Care of Us; p.88 God Made the Animals; p.22 Worksheet #9; p.257
13 _______________ God Takes Care of Us; p.89 The Mother Duck Will Protect the Worksheet #10; p.258
Ducklings; p.23
13 _______________ Review Part 2 Review Part 2 ----------------------------
14 ______________ Self-Test 2; p.90 Self-Test 2; p.24 ----------------------------
14 ______________ Part 3: Gods Children Love God; Part 3: Gods Children Love God; Worksheet #11; p.259
p.90 p.25-26
15 ______________ You Obey God; p.92 You Obey God; p.27 ----------------------------
16 ______________ Activity Page; p.93 Write the Letters to Find the Word; p.28 ----------------------------
16 ______________ You Can Talk to God; p.93 You Can Talk to God; p.29 ----------------------------
17 ______________ Activity Page; p.94 Read the Words in the Word Box; p.30 ----------------------------
17 ______________ Review Part 3 Review Part 3 ----------------------------
18 ______________ Self-Test 3; p.94 Self-Test 3; p.31 ----------------------------
18 _______________ Review All Parts Review All Parts ----------------------------
Page 6 of 15
19 _______________ LIFEPAC Test /Alternate Test, Unit 2; LIFEPAC Test/Alternate Test, Unit 2; ----------------------------
Congratulations this unit is complete.
Page 7 of 15
1 _____________ We Can Pray; p.99 We Can Pray; p.1 ---------------------
1 _____________ Part 1: Praying is Talking to God; Praying is Talking to God; p.2 ---------------------
p. 100
1 _____________ Praying For Others; p.101-102 We Can Talk to God; p.3 ---------------------
2 _____________ We Can Ask God For Help; p.103-104 We Can Ask God For Help; p.4 Worksheet #1-p.261
Worksheet #2-p.262
Worksheet #3-p.263
3 _____________ Prayer; p.105-106 Read This Sample Prayer; p.5 Worksheet #4-p.264
Worksheet #5-p.265
4 _____________ We Can Thank God; p.107 We Can Thank God; p.6 ---------------------
4 _____________ Activity Page; p.108 Circle the Right Word; p.7 ---------------------
5 _____________ God Gave Us a Very Special Prayer; God Gave Us a Very Special Prayer; p.8 ---------------------
p. 109-110
6 _____________ The Lords Prayer; p.111-112 Give Us This Day; p.9 Worksheet #6-p.266
7 _____________ Activity Page; p.113 Learn Gods Special Prayer; p.10 Worksheet #7-p.267
7 _____________ Review Part 1 Review Part 1 ---------------------
8 _____________ Self-Test 1; p.114 Self-Test 1; p.11 ---------------------
8 _____________ Part 2: Praying is Listening; p.115 Part 2: Meditating is Listening to

God; p.12 ---------------------
Page 8 of 15
9 _____________ Activity Page; p.116 Memory Verse; p.13 ---------------------
9 _____________ God Listens to Us; p.117-118 God Listens to Us; p.14 Worksheet #8; p.268
10 _____________ Activity Page; p.119 Follow Along; p.15 Worksheet #9; p.269
10 _____________ Activity Page; p.120 Read This Thank You Prayer; p.16 ---------------------
11 _____________ Activity Page; p.121-122 Read This Asking Prayer; p.17 Worksheet #10; p.270
11 _____________ We Listen to God; p.123-124 We Listen to God; p.18 Worksheet #11; p.271
Worksheet #12; p.272
12 _____________ Listening; p.125-126 We Can Listen to God; p.19 Worksheet #13; p. 273
12 _____________ Activity Page; p.127 Memory Verse; p.20 ---------------------
13 _____________ Self-Test 2; p.128 Self-Test 2; p.21 ---------------------
13 _____________ Part 3: Praying Anytime; p.129 Part 3: Praying Anytime; p.22 ---------------------
13 _____________ Activity Page; p.130 Draw a Picture; p.23 ---------------------
14 _____________ We Can Pray at a Special Time We Can Pray at a Special Time
Every Day; p.131-132 Every Day; p.24 Worksheet #14; p.274
15 _____________ Activity Page; p.133 Make a Prayer Chart; p.25 Worksheet #15; p.275
15 _____________ We Can Pray in the Morning; p.134-135 We Can Pray in the Morning; p.26 -----------------------
16 _____________ Activity Page; p.136-137 Write Your Name; p.27 Worksheet #16; p.276
Page 9 of 15
17 _____________ Story; p.138 Listen to Your Teacher; p.28 -----------------------
17 _____________ Story; p.139-140 Continued; p.29 Worksheet #18; p.278
18 _____________ We Can Pray at Noon and Night; p.141 We Can Pray at Noon and Night; p.30 -----------------------
18 _____________ Activity Page; p.142 Color the Pages; p.31 -----------------------
19 _____________ Activity Page; p.143-144 Circle Yes or No; p.32 Worksheet #19; p.279
20 _____________ Self- Test 3; p.145 Self-Test 3; p.33 ---------------------
20 _____________ Review All Parts Review All parts ---------------------
21 _____________ LIFEPAC Test /Alternate Test, Unit 3; LIFEPAC Test/Alternate Test, Unit 3; ---------------------
LIFEPAC Answer Key, p. 147 (should have been removed at
Congratulations, this unit is complete!
Page 10 of 15
1 _____________ God Wants You to Be Good; God Wants You to Do Good ---------------------
p.149 Things; p. 1
1 _____________ Part 1: Love God; p.150-151 Part 1: Love God; p.2 Worksheet #1; p.281
1 _____________ Memory Verse; p.152 Memory Verse; p.3 ---------------------
2 _____________ Showing Love for God; p.153-154 You Show Your Love; p.4 Worksheet #2; p.282
2 _____________ Activity Page; p.155 Circle the Right Word; p.5 ---------------------
3 _____________ Story; p.156 Julie Shows Her Love; p.6-7 ---------------------
4 _____________ Story; p.157-158 Julie Continued; p.8-9 ---------------------
5 _____________ Activity Page; p.159 Draw a Picture; p.10 ----------------------
5 _____________ Review Part 1 Review Part 1 ----------------------
6 _____________ Self-Test 1; p.160 Self-Test 1; p.11 ----------------------
6 _____________ Part 2: Love Others; p.161-162 Part 2: Love Others; p.12 Worksheet #3; p.283
7 _____________ Activity Page; p.163 Tell the Story; p.13 -----------------------
8 _____________ Love Enemies; p.164-165 One Day Jesus Talked; p.14-15 -----------------------
9 _____________ Showing Love for Others; p.166-167 You Show Your Love; p.16-17 -----------------------
10 _____________ Showing Love for Others; p.168-169 If You Love Your Friends; p.18-19 -----------------------
10 _____________ Review Part 2 Review Part 2 -----------------------
11 _____________ Self-Test 2; p.170 Self-Test 2; p.20 Worksheet #4; p.284
11 _____________ Love Yourself; p.171 Love Yourself; p.21-22 -----------------------
Page 11 of 15
12 _____________ Memory Verse; p.172 Memory Verse; p.23 Worksheet #5; p.285
12 _____________ Showing Love For Yourself; p.173 You Show Your Love; p.24-25 ----------------------
13 _____________ Peter; p.174-175 Sometimes You Are Not Good; p.26-27 Worksheet #6; p.286
14 _____________ Forgiveness; p.176-177 Have You Ever Been; p.28-29 ----------------------
15 _____________ Activity Page; p.178 Two Words Sometimes Make a New

Word; p.30 ----------------------
15 _____________ Discussion Page; p.179 Say the Prayer; p.31 ----------------------
15 _____________ Review Part 3 Review Part 3 ----------------------
16 _____________ Review All Parts Review All Parts ----------------------
17 _____________ LIFEPAC Test /Alternate Test, Unit 4; LIFEPAC Test/Alternate Test, Unit 4; ---------------------
LIFEPAC Test Answer Key, p. 183; (should have been removed at
Alternate Answer Key, p. 184-185; beginning of Study).
17 _____________ Take Home Activity; p.181 (optional) Take Home Activity; p.33 (optional) ---------------------
Page 12 of 15
1 _____________ Old Testament Stories; p.185 Stories From the Old Testament; ---------------------
p. 1
1 _____________ Part 1: Men of the Old Testament-p.186 Part 1: Men of the Old Testament-p.2 Worksheet #1-p.287
1 _____________ Joseph; p. 187 Joseph; p.3 ---------------------
2 _____________ Story of Joseph; p.187 Genesis 37:12-36; p.4 ---------------------
2 _____________ Joseph; p.188-189 Joseph; p.5-7 Worksheet #2; p.288
3 _____________ Elijah; p.190 Elijah; p.8 Worksheet #3; p.289
3 _____________ Elijah; p.191 Who Was A Profit?; p.9 Worksheet #4; p.290
4 _____________ Jonathan and David; p.192 Jonathan and David; p.10 Worksheet #5; p.291
4 _____________ Jonathan and David; p.193 Jonathan and David; p.11 ----------------------
5 _____________ Activity Page; p.194 Color the Words; p.12 Worksheet #6; p.292
6 _____________ Self-Test 1; p.195 Self-Test 1; p.13 -----------------------
6 _____________ Part 2: Women of the Old Testament; Part 2: Women of the Old Testament; -----------------------
p.195 p. 14
6 _____________ Miriam; p.196 Miriam; p.15 -----------------------
7 _____________ Miriam; p.196 Miriam; p.16 -----------------------
7 _____________ Activity Page; p.197 Circle the Correct Word; p.17 -----------------------
8 _____________ Deborah; p.197 Deborah; p.18 -----------------------
Page 13 of 15
8 _____________ Activity Page; p.198 Memory Verse; p.19 Worksheet# #7; p.293
9 _____________ A Rich Woman; p.199 A Rich Woman; p.20 Worksheet #8; p.294
9 _____________ A Rich Woman; p.200 A Rich Woman; p.21 -----------------------
10 _____________ Activity Page; p.201 Circle the Pictures That Rhyme; p.22 Worksheet #9; p.295
11 _____________ Part 3: Children of the Old Testament; Part 3: Children of the Old Testament; Worksheet #10; p. 296
p. 203 p. 24
12 _____________ Young Ishmael; p.204-205 Young Ishmael; p.25-26 Worksheet #11; p.297
13 _____________ Young Mephibosheth; p.206 Young Mephibosheth; p.27 ----------------------
13 _____________ Young Mephibosheth; p.207 David Was Kind to Mephibosheth; p.28 ----------------------
14 _____________ The Rich Womans Son; p.208 The Rich Womans Son; p.29 ----------------------
14 _____________ The Rich Womans Son; p.208 The Rich Womans Son; p.30 ----------------------
15 _____________ Activity Page; p.209 Do You Know About; p.31 Worksheet #12; p.298
15 _____________ Review Part 3 Review Part 3 ------------------------
16 _____________ Self-Test 3; p.210 Self-Test 3; p.32-33 ------------------------
16 _____________ Review All Parts Review All Parts -------------------------
17 _____________ LIFEPAC Test /Alternate Test, Unit 5; LIFEPAC Test/Alternate Test, Unit 5; -------------------------
Page 14 of 15
Page 15 of 15
NFC ACADEMY
Grade Calculation Summary
1st and 2nd Grade
Please check which units
____Units 1-5
____Units 6-10
Student _________________________________________ Grade___ 1st , or___2nd
Subject: ___Bible ___Language Arts ___Math ___History ___Science
Grading Scale: Grade Total:
100-90 = A Self-Test 25 points of grade

89-80 = B LIFEPAC Test 60 points of grade
79-70 = C Reports (Parent grade) 10 points of grade
69-60 = D Oral Work (Parent grade) 5 points of grade
Below 60 = F
Rounding Grades: Grades ending in .4 or lower round down and grades

ending in .5 or above round up. Example 89.4 rounds to 89; 89.5 rounds to
90.
Unit ___1 or ___6

Self-Test 1 ____
Self-Test 2 ____
Self-Test 3 ____
Self-Test 4 ____
Self-Test 5 ____
Average = _______ (Divided Total of Self-Tests by the number of Self-Tests)
Self-Test Average Unit ____ x .25 = ____
LIFEPAC Test Unit ____ x .60 = ____
Reports (10 possible points) ____
Oral Work (5 possible points) ____
Grade Unit ____ (Numeric)
Page 1 of 3
Unit ____2 or ____7
Self-Test 1 ____
Self-Test 2 ____
Self-Test 3 ____
Self-Test 4 ____
Self-Test 5 ____

Unit ____3 or ____ 8

Self-Test 1 ____
Self-Test 2 ____
Self-Test 3 ____
Self-Test 4 ____
Self-Test 5 ____
Unit ____4 or ____9

Self-Test 1 ____
Self-Test 2 ____
Self-Test 3 ____
Self-Test 4 ____
Self-Test 5 ____
Page 2 of 3
Unit ____5 or ____10

Self-Test 1 ____
Self-Test 2 ____
Self-Test 3 ____
Self-Test 4 ____
Self-Test 5 ____
Grade for Semester:
Unit 1/6 ____ (Numeric Grade)

Unit 2/7 ____
Unit 3/8 ____
Unit 4/9 ____
Unit 5/10 ____
Total ____ divide by 5 = _____ (Numeric)
Semester Grade Units 1-5/6-10: ____Letter Grade ____Numeric
Subject: ___Bible ___Language Arts ___Math ___History ___Science
Final Step: Go to the NFC Academy website at www.nflcacademy.com and go

to the Teacher Resources for 1st and 2nd grade. Use the Electronic Grade Form
and transfer these grades and submit to NFC Academy.
Page 3 of 3

1st Biblesamples

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Grade 1

I. GOD CREATED THE HEAVEN . . . . . . . . . . . . . . . . . . 2

II. GOD CREATED THE EARTH . . . . . . . . . . . . . . . . . . . 9

III. GOD CREATED PEOPLE . . . . . . . . . . . . . . . . . . . . . . 18

Author: Barbara Angier

804 N. 2nd Ave. E., Rock Rapids, IA 51246-1759

Hello, boys and girls. I

When you see me, I will help your

When you do actions with me you

You and I will learn about matching

God created the whole wide world.

1. I can tell who created the world.

Write your name.

God created all things.

God created day.

God created night.

Circle the day pictures.

Put an X on each night picture.

EACH ANSWER, 1 POINT

Alternate Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299

Revision Editor: Alan Christopherson, M.S.

804 N. 2nd Ave. E., Rock Rapids, IA 51246-1759

STRUCTURE OF THE LIFEPAC CURRICULUM

TEST SCORING and GRADING

LIFEPAC Test = 60% of the Total Score (or percent grade)

Grade Scale based on point system: 100 94 = A

TEACHER HINTS and STUDYING TECHNIQUES

1. Read the introduction and Table of Contents.

5. Use the SQ3R* method to prepare for the LIFEPAC test.

GOAL SETTING and SCHEDULES

Possible Daily Schedule

8:15 8:25 Pledges, prayer, songs, devotions, etc.

9:55 10:15 Recess (juice break)

10:15 11:00 Mathematics

11:45 12:30 Lunch, recess, quiet time

12:30 1:15 Science

INSTRUCTIONS FOR FIRST GRADE BIBLE

Page 1: God Created all Things

CONCEPT: God created the whole world.

OBJECTIVE: Introduce all the objectives.

MATERIALS NEEDED: pencils

BIBLE REFERENCE: Genesis 1:1 and 2

PART I: GOD CREATED THE HEAVEN

This section will explore Gods wonderful

Page 2: God Created the Heaven

CONCEPT: God created the heaven.

OBJECTIVE: I can name what God

BIBLE REFERENCE: Genesis 1:1

READING INTEGRATION: listening, left to

Page 8: Self Test 1

CONCEPT: Evaluate childs progress.

MATERIALS NEEDED: Pencils

PART II: GOD CREATED THE EARTH

This section discusses the creation of

Page 9: God Created the Earth Introduce the remaining vocabulary

Page 17: Self Test 2

CONCEPT: Evaluate childs progress.

MATERIALS NEEDED: pencils, crayons

TEACHING PAGE 17:

PART III: GOD CREATED PEOPLE

In this section the children will explore

Page 18: GOD CREATED PEOPLE TEACHING PAGE 18:

Ask the children what name on the page