Contents€¦ · God still loved Adam and Eve very much even though He had to punish them. God loves all people very much even though they have hurt Him by their sins. God had a plan

ContentsBible Grade 3

Bible Grade 4

Bible Grade 5

History & Geography Grade 3



Language Arts Grade 3



Math Grade 3

Math Grade 4

Math Grade 5

Science Grade 3

Science Grade 4

Science Grade 5

Choose the correct word to finish each sentence.

loved Canaan Benjamin twelve

1.1 Jacob had __________________ sons.

1.2 Joseph’s little brother was named __________________ .

1.3 Jacob made the beautiful coat for Joseph because Jacob

__________________ Joseph very much.

Find Joseph.

1.4 Circle the son that you think is Joseph in the picture below.

6 | Section 1

GOD’S PLAN FOR JOSEPH | Unit 3

Joseph liked to wear his new coat of many colors. It made him feel very special. When his brothers saw the coat, they knew that Jacob loved Joseph more than them. The big brothers were angry and sad because Jacob had made only Joseph a beautiful coat. They were jealous of Joseph and did not like him.

Color this picture.

Make the stripes in Joseph’s coat very bright.

Section 1 | 7

Unit 3 | GOD’S PLAN FOR JOSEPH

ObjectivesReview these objectives. When you have completed this section, you should be able to:

1. Tell about the beginning of the Jewish nation.2. Describe how God came to earth.

VocabularyStudy these new words. Learning the meanings of these words is a good study habit and will improve your understanding of this LIFEPAC.

Canaan (kā nun). The land of promise.

exist (eg zist). To be real.

ignore (ig nôr). To pay no attention.

Isaac (ī zuk). Abraham’s son.

Note: All vocabulary words in this LIFEPAC appear in boldface print the first time they are used. If you are unsure of the meaning when you are reading, study the definitions given.

Pronunciation Key: hat, āge, cãre, fär; let, ēqual, tėrm; it, īce; hot, ōpen, ôrder; oil; out; cup, pu·t, rüle; child; long; thin; /ŦH/ for then; /zh/ for measure; /u/ or / e/ represents /a/ in about, /e/ in taken, /i/ in pencil, /o/ in lemon, and /u/ in circus.

1. GOD’S PLAN FOR PEOPLERemember the story of Adam and Eve. They were God’s friends, but

they disobeyed God. Satan had tempted them to do a terrible thing.

God still loved Adam and Eve very much even though He had to punish

them. God loves all people very much even though they have hurt Him

by their sins.

God had a plan to help the people on earth. God worked out His plan

through the Jewish nation. In this section you will learn about God’s

plan.

Section 1 | 5

Unit 6 | HOW CAN I KNOW GOD EXISTS?

The Jewish People

Long ago in the land of Ur lived a man named Abram. The people around him prayed to gods made of wood and stone. God told Abram to get away from these people and to move to another country.

Abram took his wife Sarai and moved to a distant land. He had never been in that land before, but he believed God would take care of him.

The promises. After the long, hard trip, God led Abram and his family to a land called Canaan.

“I will give all this land to you,” God promised Abram. “It will belong to you and to your children forever. I will be your God, and you will be my people.”

God said He would give Abram many children and grandchildren and great-grandchildren. God said He would make of him a great nation.

When Abram was out under the night sky, God told him to look up at the stars. God asked Abram to count the stars. Abram could not count the stars because there were so many. Then God told him, “You will have so many children they will be like those stars—too many to count!”

God also said, “People will try to hurt your family. I will punish those who hurt them.”

God’s promise to Abram has come true. Abram’s family has become the Jewish nation, God’s special people.

The family. God gave Abram a new name, Abraham, which means “the father of a great nation.” He gave Sarai a new name too. Her new name was Sarah, which means “princess.” Abraham and Sarah were the first of God’s special people.

Read Genesis chapters 12, 13, and 15.

| Abraham and Isaac

6 | Section 1

HOW CAN I KNOW GOD EXISTS? | Unit 6

Abraham and Sarah had a child whose name was Isaac. Isaac had a child, and his name was Jacob. Jacob had twelve sons. The twelve sons of Jacob had children. Their children had children. For hundreds of years, children were born until the number of Jews were thousands and thousands.

Often the Jews were treated very cruelly by other people. God promised them that someday He would give them a Savior. After hundreds of years went by, many of the Jews forgot about the promise.

Most of the Jews lived in sin and ignored God’s commandments. They did not act like God’s special people.

Put the sentences in the correct order by numbering the lines in each set.

1.1 �� God gave Abram many children and grandchildren.

�� God told Abram and Sarai to leave Ur.

�� God said, “This land will belong to you and to your children.”

�� God led them to a land called Canaan.

1.2 �� God said, “I will punish those who hurt your family.”

�� God told Abram, “You will have so many children, they will be like the stars—too many to count.”

�� God gave Abram and Sarai new names.

�� Abraham and Sarah had a child named Isaac.

Section 1 | 7

Unit 6 | HOW CAN I KNOW GOD EXISTS?

Jesus Is the Model of ObedienceGod is the greatest authority in the universe, and His laws are given out of His love for His Creation. God’s laws are meant for the good, peace, and harmony of the universe. Therefore, God’s laws should be obeyed. When God’s laws are not followed, bad things happen. When God’s laws are obeyed, His purpose for the universe is followed.

God sent His own Son, Jesus Christ, to show us the perfect way to obey God’s laws. Jesus is the model of obedience to God’s laws. Jesus always did the will of His Father. As a child and young boy, Jesus was also obedient to His earthly parents: Mary, His mother, and Joseph, His stepfather.

Jesus is a model of authority in both His actions and His teachings. Jesus not only followed God’s laws perfectly, He also explained the divine law of God. Jesus taught us both about the law of God and the grace of God. By studying the obedience of Jesus as our model, we can better learn how to do God’s will and be obedient to Him.

Actions of Jesus. Jesus was born into a devout Jewish family. Joseph and Mary tried to keep the same Law of Moses that devout Israelites had been trying to keep for over a thousand years. These laws were given by God to Moses, and they are sometimes called the Mosaic Law. God gave these laws to teach the Israelites about Himself and the way they should live as God’s chosen people. Some of the laws also taught the people about the need for animal sacrifices to atone for their sins. These laws taught the Israelites about the proper way to make these various kinds of sacrifices.

Even though Jesus was God, He kept the Jewish laws until He Himself became the sacrifice for all sins on the Cross. After Jesus’ sacrifice and death on the Cross, there was no more need for the sacrifices of the Mosaic Law. The writer of the Book of Hebrews tells us, “For then must he often have suffered since the foundation of the world: but now once in the end of the world hath he appeared to put away sin by the sacrifice of himself” (Hebrews 9:26).

Jesus kept the other divine laws, too. He was obedient to His parents. He honored them, as one of the Ten Commandments directed Him to do (Exodus 20:12; Deuteronomy 5:16). The Gospel of Luke records that Jesus was obedient to His parents when he was twelve years old:

| Jesus honored his earthly parents.

Section 1 | 13

Unit 9 | AUTHORITY AND LAW

“And he went down with them, and came to Nazareth, and was subject unto them: but his mother kept all these sayings in her heart” (Luke 2:51).

Jesus was also obedient to God the Father. In the Gospel of John we learn, “Then said Jesus unto them, When ye have lifted up the Son of man, then shall ye know that I am he, and that I do nothing of myself; but as my Father hath taught me, I speak these things. And he that sent me is with me: the Father hath not left me alone; for I do always those things that please him” (John 8:28–29).

You might say to yourself, “Jesus was God. Being obedient was easy for him.” Yes, Jesus was God, but He was also fully a human being, too. We read in the Bible that when Jesus came to Earth, He took upon Himself all the limitations of mankind. The writer of Hebrews explains this truth very carefully (Hebrews 2:14–18):

“Forasmuch then as the children are partakers of flesh and blood, he also himself likewise took part of the same; that through death he might destroy him that had the power of death, that is, the devil; And deliver them who through fear of death were all their lifetime subject to bondage. For verily he took not on him the nature of angels; but he took on him the seed of Abraham. Wherefore in all things it behooved him to be made like unto his brethren, that he might be a merciful and faithful high priest in things pertaining to God, to make reconciliation for the sins of the people. For in that he himself hath suffered being tempted, he is able to succour them that are tempted.”

Like us, Jesus suffered and was tempted as a human being. Being good and following God’s laws was not easy for Jesus. The human nature of Jesus suffered from temptation just as you do. Nevertheless, the power He had as God made it possible for Jesus not to give into temptation. Part of that same power (the Holy Spirit) that Jesus had with Him is available to us. You will learn more about that later in this section of the LIFEPAC.

Answer true or false.

1.13 __________ Jesus is a model of obedience for all Christians.

1.14 __________ Jesus was born into a devout Gentile family.

1.15 __________ Jesus did not obey the Jewish laws.

1.16 __________ Jesus was obedient to His earthly parents and to His Heavenly Father.

1.17 __________ Life on Earth was easy for Jesus.

14 | Section 1

AUTHORITY AND LAW | Unit 9

Using MapsMaps are helpful tools in discovering the world around us. A map provides information about a location.

Maps have legends, generally located in a bottom corner. A map legend is important in understanding the symbols used on a map. For example, a star might be used to indicate a state capital. The color blue may be used for lakes and rivers. Thick lines might show the boundaries of countries.

A map also contains a symbol indicating the directions north, south, east, and west on a map. This symbol is called a compass rose. Directions are important in knowing how to travel between places.

Maps also contain a scale. The scale helps a person determine the distance between two locations. For example, one inch may equal 50 miles.

| Compass rose

210 Miles0

210 KM

Oklahoma

Arkansas

Missouri

| A map scale

Section 1 | 7

Unit 1 | STUDY SKILLS

Answer the questions based on the map legend.

1.1 What does mean on this legend? __________________________

1.2 What does the symbol mean? _______________________________

1.3 Which direction is at the top of the compass rose?

____________________________________________________________

1.4 What does the stand for? ________________________________

N

S

W ENW NE

SESW

MAP LEGENDNational CapitalState Capital

State BoundaryCountry BoundaryRiver

Lake

Mountain Range

0 200 400 Miles

0 200 400 KM

8 | Section 1

STUDY SKILLS | Unit 1

Facts about Rainforests

A rainforest, or jungle, can only grow when the temperature and the rainfall are just right. The temperature must be around 80° all year. It can not get much hotter or cooler than that. The forest has to get at least 80 inches of rain in a year, and that rain must fall regularly all year. Some rainforests get 200-300 inches of rain in a year! (Remember, deserts get only 10 inches or less in a year). This makes the forest very green with many kinds of life in it.

Rainforests usually grow near the equator. That is the best place to find the hot temperatures and regular rainfall needed for a rainforest. The area around the equator between the Tropic of Cancer and the Tropic of Capricorn is where most rainforests grow. This is called the tropics, and the jungles there are often called tropical rainforests.

Cold arctic air cannot hold much moisture, but the hot air of the tropics can carry large amounts of water. Rainforests occur all along the equator when the rain is not blocked by mountains or cooler air.

| Major Rainforests of the World. This map is also for questions 1.1 to 1.4.

EUROPE

ASIA

AUSTRALIA

ATLANTICOCEAN

PACIFICOCEAN

INDIANOCEAN

ARCTICOCEAN

Tropic of Capricorn

Equator

Tropic of Cancer

Rainforests

NORTHAMERICA

SOUTHAMERICA

AFRICA

ANTARCTICA

6 | Section 1

TROPICAL RAINFORESTS | Unit 5

There are three main areas of tropical rainforest in the world. They are in Latin America, Africa, and Southeast Asia. Each area has animals and plants that the others do not have. But, the types of plants and animals are very much alike in all of the rainforests.

Latin America has more rainforests than the other regions. The rainforest that covers the basin of the Amazon River in Brazil, South America is the largest in the world. It covers one-third of South America. Other rainforests also cover much of Central America and strips along the east coast of South America.

The second largest total area of rainforest is in southern Asia. It covers mainly the peninsulas of southeast Asia and the islands heading south to Australia. The countries of that region, Indonesia, Malaysia, Thailand, the Philippines, Vietnam, Kampuchea, and Myanmar are mostly rainforest.

The last area of rainforest is in Africa. It covers the center of the continent around the equator and includes a part of the large island of Madagascar on Africa’s east coast. The largest rainforest of Africa is in the Congo River Basin, mostly in the country of the Democratic Republic of the Congo.

Map exercises.

1.1 Using a pencil, lightly shade in the area on the map called the tropics.

1.2 Put a box around the largest region of rainforest in the world.

1.3 Circle the rainforests of Southeast Asia.

1.4 Put an “X” on the island of Madagascar.

Complete these sentences.

1.5 The three regions of rainforest are in ____________________________ , ____________________________ , and ____________________________ .

1.6 The largest rainforest in the world is in the basin of the _____________________ _____________________________ .

1.7 Rainforests usually grow near the ________________________________ .

Section 1 | 7

Unit 5 | TROPICAL RAINFORESTS

Rainforests are like huge hothouses. Thousands of different kinds of plants live there. A small part of a rainforest that covers 2½ acres may have over a hundred different kinds of trees! That is unusual because the same size piece of forest which is in the United States, in the temperate zone, may have at most seven kinds of trees.

The rainforest is always green. Some trees do lose their leaves for a short time, but the forest never becomes bare like a temperate forest in the winter. It never gets cold enough to kill off insects or plants, as it does in the temperate and arctic regions. There are flowers blooming and fruit ripening year round in the rainforests. That means there is always a good supply of food for animals. A constant supply of many kinds of food means that many kinds of animals can live in the rainforest.

About half of all of the different kinds, or species, of plants and animals in the entire world live in the rainforests. Many of the plants, animals, and insects do not even have names. They have never been classified by a scientist.

When a scientist finds a new animal or plant, he classifies it by deciding what group, or class, it is similar to. Then, he gives it a name in Latin, which is the language of scientific names. Like an explorer who finds new land, he can give it any name he wants. Often newly-found animals or plants are named after the person who classified them. Scien-tists are always finding new species in the rainforests.

Rainforests are very complicated places. Scientists think of the rainforest in three layers. The top layer is the canopy. The canopy is the tallest trees that grow to be 75-150 feet tall. Under the tall canopy is the understory. The understory is made up of smaller trees, vines, and shrubs. The bottom layer is the forest floor. This is made up of the small plants on the ground.

The canopy is like a huge green roof over the forest. The trees grow up thin and straight, like pillars. They do not put out branches until they are very tall. Then, they spread out like an umbrella in the sunlight. The trees are so close together that very little light or rain goes through to the lower layers.

1.8 Rainforests need ________________________________ temperatures and

____________________________ rainfall.

1.9 A rainforest gets at least _______________ inches of rain in a year.

8 | Section 1

TROPICAL RAINFORESTS | Unit 5

WatergateBurglary. There was a presidential election in 1972. Democrat George McGovern was running against Republican Richard Nixon, who was trying for a second term. The Democratic Party had its headquarters in the Watergate Hotel in Washington, D.C. On June 17, 1972, five men were arrested when they broke into the Democratic offices there. They were carrying electronic “bugs,” devices that would allow them to listen to conversations and telephone calls made by the Democrats. It turned out the men had been hired by the Committee to Re-elect the President, Nixon’s people.

Cover-up. President Nixon said that he and his closest advisors did not know about the burglary and had not asked for it. He blamed some of his workers for acting on their own. However, later evidence would show that several of Nixon’s most important aides knew about the burglary and tried to hide how they were involved. They even lied to the courts about what they knew. President Nixon knew about this and told them to “cover up” (hide and lie about) what they had done. The whole scandal was named “Watergate.”

Investigation. Nixon won the election in November of 1972, but many people did not believe he was completely innocent in the Watergate burglary. The Washington Post, a newspaper, investigated and accused the White House of a cover-up. Early in 1973, a committee in the Senate began to hold hearings to investigate for themselves.

One of Nixon’s aides, John Dean, accused him of a cover-up, but there was no proof. Then, in July, the committee learned that President Nixon made tape recordings in his office. All of the talks he had with his aides and helpers were recorded. If the committee could get the tapes of the conversations with John Dean, they would know exactly what the president had been told and what he told his men to do about it!

The committee and the lawyer who was in charge of the investigation, Archibald Cox, asked for the tapes. Nixon refused. The committee and Cox went to court to get them. They won in October. However, Nixon still would not co-operate. He fired Cox and sent some of the tapes, but not the ones that would reveal the truth. The investigation and the controversy continued, as did the arguing in the court case to force Nixon to give up the tapes.

By 1974 enough proof had been collected to arrest several of Nixon’s aides. The House of Representatives was considering impeaching the president. Finally, the Supreme Court ruled

| Taped conversations between Nixon and his aides proved he was involved in the Watergate Scandal. Nixon resigned to avoid being impeached by Congress.

10 | Section 1

AMERICA INTO THE NEW MILLENIUM | Unit 9

in July that President Nixon had to give the committee the tapes that he had kept. They were made public on August 5, 1974. They clearly showed that the president had told his men to cover up what they knew about the burglary. That made it certain that he would be impeached by the House. On August 9, 1974, Richard Nixon resigned as president of the United States.

Constitutional success. The long investigation of the president had revealed many things besides just Watergate. In 1973 Vice President Spiro Agnew had resigned from his office because of things that he had done wrong in reporting his taxes. Under the 25th Amendment to the Constitution, the president was allowed to choose a new vice president if one resigned or died. President Nixon chose a replacement for Agnew and the Congress approved his choice. In December of 1973, Congressman Gerald Ford was appointed as the new vice president.

When Nixon resigned in 1974, Ford became president. He was the only man ever to become president who was not elected either president or vice president. He was an appointed president, not an elected one.

The American people were very upset by Watergate, especially when it came so close behind the Vietnam War and the wild protests. People really distrusted the government and their leaders. However, many people pointed out that the Constitution had worked well through the whole scandal. The Congress and courts had been able to use their power to force the president to tell the truth. He had resigned and the Constitution had provided a way to give the nation a new president. America could thank the wonderful planning of the men who wrote the Constitution back in 1787 that all had gone so well.

Reaction. President Ford had a difficult job. No one had voted for him to be president. He was appointed to the vice presidency and moved up only because his president resigned. He made matters worse by giving Richard Nixon a full pardon. That meant Nixon could never go to jail for what he had done, which made the nation even more furious. The pardon insured that President Ford would never be a popular president. He basically just filled the office until the next election in 1976.

| President Gerald Ford granted Richard Nixon a full pardon for the Watergate Scandal.

Section 1 | 11

Unit 9 | AMERICA INTO THE NEW MILLENIUM

By 1976 everyone was very sick of the government thanks to Vietnam, Watergate, and the pardon. Ford was the Republican candidate in 1976, but he really had very little chance of winning. The Democratic candidate was the governor of Georgia, James Earl “Jimmy” Carter, Jr. Carter ran as someone who had no part in Watergate or the political games in the capital. He emphasized that he was free of all the Washington mess. He promised a more honest government and won the election. His lack of experience in the federal government got him elected, but it would soon get him in trouble, too.

Name the item, event, person, or thing.

1.12 ________________________ Scandal that forced Richard Nixon to resign

1.13 ________________________ Lawyer who was in charge of the investigation

1.14 ________________________ Vice president who resigned in 1973

1.15 ________________________ The first appointed president in American history

1.16 ________________________ Newspaper that investigated the scandal

1.17 ________________________ Date that President Nixon resigned

1.18 ________________________ Organization that hired the burglars

1.19 ________________________ Aide that accused Nixon of a cover-up

1.20 ________________________ Man who was elected president in 1976

| President JImmy Carter

12 | Section 1

AMERICA INTO THE NEW MILLENIUM | Unit 9


cane. A stick used to help a person in walking.capitalize (cap i tal īze). To write with a large letter such as A, B, C, or D.connect (con nect). To join.correctly (côr rect ly). Done the right way; free from mistakes.flow. To move smoothly and freely.review (re view). To study again.symbol (sym b el). Something that stands for something else.title (tī l). Name of a book, poem, picture, song, and so on.



Ask your teacher to say the these words with you.

1. CAPITAL LETTERSHi! Did you enjoy learning how to write the small letters in cursive

writing? Now the time has come to learn how to write capital letters in

cursive writing. You will also learn some rules for using capital letters.

Are you ready? Get set! Go!

Teacher check:

Initials _____________________ Date ____________________

4 | Section 1

BUILDING WORDS AND SENTENCES | Unit 2

HandwritingHello! Do you remember this symbol? It stands for handwriting. Each time you see it, you should be ready to do handwriting.

First we will review all of the small letters in cursive writing.

When you practice, be sure to hold your pencil correctly. Place your paper so the corner of the paper points to you.

Write these letters with the undercurve.

1.1 ___________________________________________________________________________

----------------------------------------------------------------------------------------------------- ______________________________________________________________________________________________________________________________________________________

----------------------------------------------------------------------------------------------------- ______________________________________________________________________________________________________________________________________________________

----------------------------------------------------------------------------------------------------- ______________________________________________________________________________________________________________________________________________________

----------------------------------------------------------------------------------------------------- ___________________________________________________________________________

ìùè`s

twr

`t`w`r

iues

Teacher check:

Initials _____________________ Date ____________________

Section 1 | 5

Unit 2 | BUILDING WORDS AND SENTENCES

Write the letters that begin with the undercurve and have a loop above or below the line.

1.2 ___________________________________________________________________________

----------------------------------------------------------------------------------------------------- ______________________________________________________________________________________________________________________________________________________

----------------------------------------------------------------------------------------------------- ______________________________________________________________________________________________________________________________________________________

----------------------------------------------------------------------------------------------------- ______________________________________________________________________________________________________________________________________________________

----------------------------------------------------------------------------------------------------- ___________________________________________________________________________

lfpk

`l`f`p`k

bhj

`b`h`j

Write the letters that begin with the overcurve.

1.3 ___________________________________________________________________________

----------------------------------------------------------------------------------------------------- ______________________________________________________________________________________________________________________________________________________

----------------------------------------------------------------------------------------------------- ______________________________________________________________________________________________________________________________________________________

----------------------------------------------------------------------------------------------------- ___________________________________________________________________________

xmy

`x`m`y

nvz

`n`v`z

Teacher check:

Initials _____________________ Date ____________________

Teacher check:

Initials _____________________ Date ____________________

6 | Section 1

BUILDING WORDS AND SENTENCES | Unit 2


1. Tell the difference between cause and effect.2. Select the main idea of a story.3. Put the events of a story in the order in which they happened.4. Decide what is likely to happen next in a story.7. Identify paragraphs.9. Define new vocabulary words.11. Spell new words.

VocabularyStudy these vocabulary words. Learning the meanings of these words is a good study habit and will improve your understanding of this LIFEPAC.

appointment (u point’ munt). A fixed time set for people to meet.

decision (di sizh’ un). Making up of one’s mind; deciding.

delay (di lā’). Put off to a later time.

faith (fāth). Believing or trusting.

foster parents (fô stur par’ unts). People who take the place of the father and the mother in raising and caring for a child.

1. CAUSE AND EFFECTJeannie is a nine-year-old girl who has had much sadness in her life.

Though she loves God, she wonders if He cares for her. Reading “A

Lesson In Faith” (Part One), will improve your understanding of the

problems of other people. It will also improve your reading skills.

This section will help you to write paragraphs. You will also learn to

spell new words and practice your handwriting.

4 | Section 1

WRITING FOR CLARITY | Unit 5

Reading Skills: “A Lesson in Faith” (Part One)

This story is true but the names and place have been changed. You can learn a lesson about faith from this story. You can also learn some important reading skills by studying the story carefully.

1. Jeannie was nine years old. She looked around at her new home. Her eyes were filled with tears. She had suffered beyond her years already. Now, for the first time in her young life, she was starting to feel sorry for herself.

2. To begin with, her new father had lost his job. The company he worked for had been bought by a larger company. The new company had its own man to put into the position that had been her father’s. Jeannie and her foster parents had been forced to move away from their friends in the city.

3. Jeannie had hated the thought of moving to a small town. She wouldn’t be seeing her old friends anymore. Somehow, she didn’t care just now to make new friends. She didn’t care to explain why she couldn’t walk like other girls and boys—Jeannie’s second reason for feeling sorry for herself.

operation (op u rā’ shun). A method of using medical instruments on the body as a result of some injury.

orphanage (ôr’ fu nij). A home where children who have no living parents live and are cared for.

respond (ri spond’). To answer or to reply.

topic (top’ ik). A subject that people think, write, or talk about.



Section 1 | 5

Unit 5 | WRITING FOR CLARITY


1. Identify and use singular and plural past, present, and future forms of verbs.2. Classify and use regular and irregular verbs.3. Identify verbs of being and verbs of action.4. Use verbs in forming contractions.5. Identify participles and their uses in sentences.6. Spell words with suffixes that change verbs into nouns.15. Define and to use new vocabulary words.16. Improve handwriting slant.

1. VERBSThe Bible is your guidebook for living. In it you can read many verses about

what people say and think. Words you say and think are the symbols you

use to communicate with God, other people, and yourself. King David knew

how important his thoughts and spoken words were to God. He prayed,

(Psalm 19:14) “Let the words of my mouth, and the meditation [thoughts]

of my heart, be acceptable in your sight, O Lord....” When you think about

what you want to say to others, you are using language. People learn the

structure of language so they can communicate in a meaningful way.

Words are divided into classes known as parts of speech. This division

gives every word in a sentence a special task. As a result, when the words

are arranged in meaningful thought patterns, the words become complete

sentences.

In this section, you will study verbs. Verbs show the action in a sentence, or

the state of being of the subject. They tell what the subject of the sentence

does.

Section 1 | 5

Unit 8 | ALL ABOUT VERBS


consume (kun süm’). To use up; spend, eat, or drink; burn up.

investigate (in ves’ tu gāt). To look into thoroughly, search carefully, examine closely.

irregular (i reg’ yu lur). Not according to rule; out of the usual order or natural way.

predicate (pred’ u kit). Word or words that tell what is said about the subject of a sentence.



Main VerbsIn the English language, verbs are the key words that unlock the action of a sentence. You have learned that the predicate is the verb with all of the words that modify it. Without verbs our thoughts are incomplete. Verbs tell the listener or reader what is happening, what has happened, or what is going to happen. Verbs usually express action; that is, verbs usually tell what the subject does. A verb that expresses action is called an action verb. Verbs may also tell what the subject is. A verb that tells what the subject is, is called a verb of being.

The box contains a summary of the information you have read so far about verbs.

1. Verbs are found in the predicate of a sentence.

2. Verbs may express action.

3. Verbs may express a state of being.

4. Verbs help to make a sentence complete.

6 | Section 1

ALL ABOUT VERBS | Unit 8

Complete this activity.

1.1 In the hidden word puzzle find ten verbs that can be used to express different ways in which people and animals can move.

In each sentence, underline the word that expresses action.

1.2 Father sold the golden wheat.

1.3 Mother planned the family dinner.

1.4 Children skated on the frozen pond.

1.5 Spotted cows grazed in the grassy meadow.

Complete these activities.

1.6 Write the word action or being on the line after each verb.

a. play _______________________ b. is _______________________

c. were _______________________ d. am _______________________

e. walked _______________________ f. talking _______________________

g. reading _______________________ h. kick _______________________

i. are _______________________ j. prayed _______________________

k. was _______________________ l. cry _______________________

C A L S M O N O S

W A L K P B R V T

L V J I K R U N R

J U M P E N I M U

Z Z E T L O W N T

C U O M O N T A T

Y R I A N S K L K

T L A O P E R E P

X U T W Y R Y A T

J O G W L I M P O

Section 1 | 7

Unit 8 | ALL ABOUT VERBS

1. ADDITION AND SUBTRACTION FACTS


1.1 Write two addition and two subtraction facts.

addition subtraction

5, 6, 11 __________ __________ __________ __________

3, 4, 7 __________ __________ __________ __________

8, 9, 17 __________ __________ __________ __________

6, 7, 13 __________ __________ __________ __________

We use addition and subtraction facts to ‘think’ answers.

1.2 Think the answer. Write the answer.

6 + 8 – 7 + 4 = ________ 13 – 5 + 2 – 5 = ________

4 + 3 + 5 – 6 = ________ 8 – 0 + 2 + 6 = ________

15 – 8 – 3 + 2 = ________ 5 + 4 + 8 – 9 = ________

7 + 6 – 5 – 8 = ________ 18 – 9 – 5 + 2 = ________

Fact FamiliesFact families make it easier to learn addition and subtraction facts. There are three numbers in each fact family. We use the three numbers to write two addition and two subtraction facts.

4 | Section 1

FACTS OF ADDITION, SUBTRACTION, AND FRACTIONS | Unit 3

1.3 Write the answers to the facts.

0 6

3 8

25

796 +

3 9

8 0

56

7412 ‒

AdditionEach part of an addition problem has a name. addend, addend, sum


1.4 Write the name for each part of the addition problem on the line.

_______________________

_______________________

_______________________

384

+ 215

599

Section 1 | 5

Unit 3 | FACTS OF ADDITION, SUBTRACTION, AND FRACTIONS

1.5 Find the sum of these addition problems.

52+ 4

73+ 6

52+ 35

27+ 41

84+ 23

27+ 6

85+ 9

58+ 76

42+ 58

63+ 39

58

+ 6

93

+ 5

233+ 45

356+ 520

685+ 112

227+ 135

684+ 132

467+ 258

475+ 376

288+ 234

1.6 Answer the questions.

We say that 6 is a one-digit number. What is the digit? ___

We say that 84 is a two-digit number. What are the digits? ___ ___

6 | Section 1

FACTS OF ADDITION, SUBTRACTION, AND FRACTIONS | Unit 3

1. SIGNS AND FRACTIONS

ObjectivesRead these objectives. When you have completed this section, you should be able to:

�Multiply by a 2-digit number.

�Recognize operation signs.

�Simplify fractions.


1.1 A prime number can be divided only by 1 and itself. Circle the prime numbers.

6 11 17 20 27 29 32

1.2 A composite number can be divided by 1, itself, and other numbers. Circle the composite numbers.

7 19 21 24 31 35 36

1.3 Factors are numbers that when multiplied together produce a given number. Write all of the factors of these numbers.

6 _____________________________ 12 ______________________________

1.4 Multiples are the multiplication facts for a given number. Write five multiples of each number.

3 _____________________________ 7 ______________________________

Section 1 | 3

Unit 8 | WHOLE NUMBERS AND FRACTIONS

1.5 Follow the steps to multiply to tens’ place by two-digits. Solve.

1. Multiply 48 by 3 ones.

2. Put a 0 place holder in the ones’ place below the 4.

3. Multiply 48 by 6 tens.

4. Total the products.

1.6 Follow the steps to multiply to tens’ place by two-digits. Solve.

1. Multiply 752 by 5 ones.

2. Put a 0 place holder in the ones’ place below the 0.

3. Multiply 752 by 4 tens.

4. Total the products.

1.7 Write the largest number possible using the digits 3, 2, 5, 9, 1, 0.

_________________________

1.8 Write the numbers in order from smallest to largest.

352,649 325,649 25,469 525,694 52,699 365,649

__________ __________ __________ __________ __________ __________

1.9 Write the number in number words. Remember hyphens and commas.

a. 325,462 ________________________________________________________

b. 405,650 ________________________________________________________

48 × 63

144 2,8803,024

68 × 24

32 × 38

19 × 67

58 × 26

752 × 45

3,760 30,08033,840

630 × 85

189 × 36

782 × 24

936 × 12

4 | Section 1

WHOLE NUMBERS AND FRACTIONS | Unit 8

1.10 Write the number words in digits.

three hundred thousand, fifty-six _________________

seventeen thousand, two hundred three _________________

Operation Signs1.11 Perform the operations and circle the correct operation sign. (not all of these

signs are equality / inequality signs some are ><).

a. 14 ÷ 7 ( = , ≠ ) 3 12 × 2 ( = , ≠ ) 4 × 6

b. 8 × 1 ( = , ≠ ) 56 ÷ 7 24 – 2 ( = , ≠ ) 5 × 4

c. 6 × 6 ( > , < ) 7 × 5 16 – 3 ( > , < ) 4 + 8

d. 5 + 7 ( > , < ) 5 × 3 66 ÷ 11 ( > , < ) 6 × 2

1.12 Write the answer to the number sentence.

a. 3 + 8 – 6 = _____________ 5 + 9 + 6 + 2 = _____________

b. 22 + 5 – 3 = _____________ 63 – 2 + 8 = _____________

c. 9 + 3 + 8 + 4 = _____________ 12 – 3 + 6 – 2 = _____________

d. 18 + 5 – 4 + 2 = _____________ 4 + 4 + 2 + 10 = _____________

1.13 Circle the number ...

a. in the hundreds’ place. 6 3 8 , 7 4 2

b. in the ten thousands’ place. 8 9 0 , 3 6 1

c. in the ones’ place. 2 5 6 , 1 8 3

d. in the hundred thousands’ place. 7 4 5 , 1 0 2

1.14 What is the value of the underlined number?

a. 362,491 ______________ b. 462,108 ______________

c. 775,036 ______________ d. 963,482 ______________

1.15 Find the product.

a. 7 × 3 × 0 = _____________ b. 5 × 0 × 2 = _____________

c. 4 × 4 × 2 × 0 = _____________ d. 3 × 6 × 0 × 8 = _____________

Section 1 | 5

Unit 8 | WHOLE NUMBERS AND FRACTIONS

Decimal numbers can also be represented using a grid. To represent tenths, divide the grid into ten equal pieces. To represent hundredths, divide the grid into one hundred equal pieces. And, to represent thousandths, divide the grid into one thousand equal pieces.

To represent a decimal number, shade the appropriate number of pieces in each grid. For example, to represent the decimal number 0.5, or five tenths, shade five pieces in the tenths grid. To represent 0.05, or five hundredths, shade five pieces in the hundredths grid. And to represent 0.005, or five thousandths, shade five pieces in the thousandths grid.

Notice that a 5 in the tenths place is represented by a shaded area that is ten times as large as the area representing a 5 in the hundredths place. And, a 5 in the hundredths place is represented by a shaded area that is ten times as large as the area representing a 5 in the thousandths place. That’s because decimal numbers are the same as whole numbers. Each place value is worth ten times as much as the place value to its left. And, each place value is worth one tenth of the place value to its right.

0.5 0.05 0.005

This might help!

If the entire grid were shaded in, it would represent 1 whole.

Key point!

Decimal numbers are based on the number 10. A digit in one position is worth ten times more than it would be worth if it were in the place to its right. And, it is worth one tenth of what it would be worth in the place to its left.

20 | Section 1

PLACE VALUE, ADDITION, AND SUBTRACTION | Unit 1

Let’s represent some more decimal numbers using a grid:

1.25

“one and twenty-five hundredths”

3.9

“three and nine tenths”

S-T-R-E-T-C-H

In an earlier example, you found that 0.45, or forty-five hundredths, is the same as 0.4 + 0.05. One way to represent 0.45 using a grid is to shade in forty-five hundredth squares. Can you think of another way to represent 0.45 on a grid, using what you know about its expanded form?

Section 1 | 21

Unit 1 | PLACE VALUE, ADDITION, AND SUBTRACTION

“The rock that Rick found lying on the ground was once hot magma,” Father said. “This magma was moving around under the crust of earth. When there was a crack in the crust, the magma moved in to fill it. Then, the magma began to cool and harden. As it cooled, the rocks around it and above it were pushing against it.”

“It was being squeezed tighter and tighter together. After many years, the hot magma became cooler and cooler. The pressure of the rocks made it harder and harder. The hot magma had become granite rock. Rocks made from magma are called igneous rocks.”

“Does magma always cool under the ground?” Jack wanted to know.

“No,” Father answered. ”Sometimes when the magma is mixed with gas and is under a lot of pressure, it comes up fast and bursts out of the earth. When it reaches the earth’s surface, the magma flows over the ground and is called lava. It cools and becomes rock faster than when it is under the surface.”

“Oh, we’ve seen lava haven’t we, Debbie?” Jack exclaimed. ”Remember when Mom and Dad took us to Hawaii? We went to see the volcano called Mauna Loa on the Big Island.”

“Yes,” Debbie replied, ”I remember. The whole island was covered with lava rock. Dad told us that red hot lava had shot out of the volcano and had flowed down the mountain toward the ocean.”

“Years ago when I was in the army, some of us went to see a volcano while it was erupting,” Father said. ”The magma from under the earth’s crust shot out the top of the mountain and began flowing toward a little village near the coast. People were running everywhere. Magma that reaches the surface of the earth is called lava. Lava on the surface hardens

| Lava flow from Mauna Loa on the Big Island of Hawaii

Section 1 | 11

Unit 8 | ROCKS AND THEIR CHANGE

more quickly than the magma underground. It takes a long, long time for magma to harden underground into granite, but lava hardens in a few years sometimes into a rock called basalt. I will show you a piece of basalt I brought back from that village. You will see many spaces and holes the bubbles of gas made as the magma cooled. They still show.”

“Did the lava reach the village?” Debbie asked.

“No, not that time,” Father said. ”But years later, that volcano erupted again and killed every living thing around. Most of the people were able to get away before the flow reached them, though. They had to really move fast.”

“It would be fun to watch a volcano erupt,” said Mary.

“Yes, if you could stay away from the lava flow,” they all added.

“We have talked enough for now,” Father said. ”Let’s look for more rocks before we start for home.”

| When a volcano erupts, hot magma from under the earth’s crust shoots out of the mountain and flows down the side as lava.

ERUPTION

MAGMA MANTLE

CRUST

LAVA FLOW

12 | Section 1

ROCKS AND THEIR CHANGE | Unit 8

Write the correct word from the list on the line.

basalt liquid pressure lava blow magma heat volcano

1.16 When lava flows from a volcano, it is a very hot

_____________________ .

1.17 Mauna Loa is a _____________________ on the Big Island of Hawaii.

1.18 The hot liquid that forms both granite and lava is called

_____________________ .

1.19 The magma that flows from volcanoes to the surface of the earth

sometimes forms a rock called _____________________ .

1.20 Erupt means to _____________________ up.

1.21 Magma that flows from a volcano is called _____________________ .

1.22 What two forces help form granite?

a. _________________________

b. _________________________

Write true or false.

1.23 _____________ Heat and pressure help form granite.

1.24 _____________ The center of the earth is very hot.

1.25 _____________ The center of the earth is called the crust.

1.26 _____________ Soil is mostly rock and water.

1.27 _____________ Granite comes from hot magma which has cooled.

1.28 _____________ It takes only a few years for magma to cool.

1.29 _____________ The core of the earth is larger than the moon.

1.30 _____________ Granite is called igneous rock.

Section 1 | 13

Unit 8 | ROCKS AND THEIR CHANGE

Energy

Energy is the ability to do work. Energy makes it possible to push or pull. When Solomon’s builders pushed the stones with their shoulders, they used the energy in their bodies.

Many kinds of energy can be used to do work. Light, sound, heat, and electricity are four kinds of energy. Whatever kind of energy is used to do work, all energy comes from the sun.

At a baseball game, you watch the pitcher hold the ball before he throws it. Then you see him throw the ball. You have seen two forms of energy. As the pitcher stands with the ball, you see stored energy. As he throws the ball the stored energy becomes energy in action.

Energy is needed to make force. When force moves things, work is done. If you can’t move something with your own force, you can use a machine to help you. Using a machine will make the work easier for you.

| Stored energy becoming energy in action

8 | Section 1

MACHINES | Unit 4

Try this experiment. Answer the questions as you do each step.

1.13 Rub your hands together, long and hard. What do you feel? _____________The heat you feel is caused by friction. Friction happens when two things are rubbed together.

1.14 Think: When a shuttle enters the atmosphere, it needs a “heat shield” to keep it from burning up. This is because friction from the air has caused ______________________________________ .

EXPERIMENT

Look up the facts!

1.15 In your encyclopedia or online, look up James Watt. Find out how he put the steam engine to work. Write a short paragraph about his experiments on a sheet of paper.

Teacher check:

Initials _____________________ Date ____________________

Think about things! Write your answer on the lines.

1.9 Your energy comes from the life within you. Think about where your life starts. Read Job 33:4. Write the verse on the lines. _____________________________

____________________________________________________________________

____________________________________________________________________

1.10 Can you use your energy as a force to do work? ________________

1.11 When do you store energy? ___________________________________________

1.12 When does stored energy become energy in action? _____________________

____________________________________________________________________

Section 1 | 9

Unit 4 | MACHINES

Viewing CellsThe only way to view most cells is to use a microscope. There are different types of microscopes. An optical microscope is the one you will normally see and use. It can magnify a cell up to about 2,000 times so that we can easily see the basic parts of the cell. However, some cells are too small to be seen by an optical microscope. For these, an electron microscope is needed. An electron microscope can magnify a cell by one million times! These electron microscopes not only allow us to see the smallest of cells, they also allow us to view the tiny subparts of cells. (We will cover some of these subparts of cells in Section 2 of this LIFEPAC.)

It is also helpful to use dyes to view cells. The dyes stain certain parts of the cell—such as the cell membrane and the nucleus—so that they stand out more clearly when we view the cells under a microscope. (You will use iodine as a dye in some of the experiments in this LIFEPAC.)

| Red blood cell

| Muscle cells | Paramecium

| Nerve cell | Leaf pore guard cell

| Diatom

Optical microscope

Section 1 | 11

Unit 1 | CELLS

Answer true or false.

1.13 __________ Almost all cells are “microscopic.”

1.14 __________ The smallest cell is the yolk of an ostrich egg.

1.15 __________ The human body has more than 10 trillion cells.

1.16 __________ Cells come in a great variety of shapes.

1.17 __________ All cells are the same size.

Answer this question.

1.18 What things help us to view cells? ____________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

12 | Section 1

CELLS | Unit 1

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Contents€¦ · God still loved Adam and Eve very much even though He had to punish them. God loves all people very much even though they have hurt Him by their sins. God had a plan