Laurel County Schools
Kentucky Core Content 4.1 Pacing Guide
Science/Social Studies
1st Grade
Unit 1
Back to School
Getting Started
Instructional Days
1-10
GOVERNMENT AND CIVICS
Formation of Governments
SS-EP-1.1.2
Instructional Days
11-25
GEOGRAPHY


Students will identify and
explain the purpose of rules
within organizations (e.g.,
school, clubs, teams) and
compare rules with laws.
SS-EP-1.3.2
 Students will identify and
give examples of good
citizenship at home, at
school and in the community
(e.g., helping with chores,
obeying rules, participating
in community service
projects such as recycling,
conserving natural
resources, donating
food/supplies) and explain
why civic engagement in the
community is important.
The Use of Geographic Tools
SS-EP-4.1.1
Students will use geographic
tools (e.g. maps, globes,
mental maps, charts,
graphs) to locate and
describe familiar places at
home, school, and the
community.
HISTORICAL PERSPECTIVE
The History of the United States
SS-EP-5.2.3
 Students will describe
change over time in
communication, technology,
transportation, and
education in the community.
The Factual and Interpretive
Nature of History
SS-EP-5.1.1
 Students will use a variety of
primary and secondary
sources (e.g., artifacts,
diaries, timelines) to interpret
the past.
CULTURES & SOCIETIES
Elements of Culture
SS-EP-2.1.1
 Students will describe
cultural elements (e.g.,
beliefs, traditions,
languages, skills, literature,
the arts).
SS-EP-2.1.2
 Students will study a variety
of diverse cultures locally
Unit 2
Where Animals Live
Unit 3
I Am Responsible!
Instructional Days
26-40
UNITY AND DIVERSITY
Biological Science
SC-EP-3.4.1
 Students will explain the
basic needs of
organisms. Organisms
have basic needs. For
example, animals need
air, water and food; plants
need air, water, nutrients
and light. Organisms can
survive only in
environments in which
their needs can be met.
SC-EP-3.4.2
 Students will understand
that things in the
environment are
classified as living,
nonliving, and once living.
Living things differ from
nonliving things.
Organisms are classified
into groups by using
various characteristics
(e.g., body coverings,
body structures).
SC-EP-3.4.3
 Students will describe the
basic structures and
related functions of plants
and animals that
contribute to growth,
reproduction, and
survival. Each plant or
animal has observable
structures that serve
different functions in
growth, survival and
Instructional Days
41-55
GOVERNMENT AND CIVICS
Rights and Responsibilities
SS-EP-1.3.1
 Students will define basic
democratic ideas (e.g.,
liberty, justice, equality,
rights, responsibility) and
explain why they are
important today.
SS-EP-1.3.2
 Students will identify and
give examples of good
citizenship at home, at
school and in the community
(e.g., helping with chores,
obeying rules, participating
in community service
projects such as recycling,
conserving natural
resources, donating
food/supplies) and explain
why civic engagement in the
community is important.
Unit 4
Our Neighborhood
at Work
Instructional Days
56-70
Unit 5
What’s the Weather?
Instructional Days
71-85
HISTORICAL PERSPECTIVE
THE EARTH AND THE
The History of the United States
UNIVERSE
SS-EP-5.2.3
Earth/Space Science
 Students will describe
SC-EP-2.3.2
change over time in
 Students will describe
communication, technology,
patterns in weather and
transportation, and
education in the community.
weather data in order to
GOVERNMENT AND CIVICS
make simple predictions
Formation of Governments
based on those patterns
SS-EP-1.1.1
discovered. Weather
 Students will identify the
changes from day to day
basic purposes of local
and over seasons.
government (to establish
Weather can be
order, provide security
described using
and accomplish common
observations and
goals); give examples of
measurable quantities
services local
such as temperature,
governments provide
wind direction, wind
(e.g., police and fire
speed and precipitation
protection roads and
can be made by
snow removal, garbage
analyzing collected data
pick-up) and identify how
for patterns.
they pay for these
ENERGY
services (taxes).
TRANSFORMATIONS
ECONOMICS
Unifying Concepts
Markets
SC-EP-4.6.2
SS-EP-3.3.1
 Students will describe
evidence of the sun
 Students will define basic
providing light and heat to
economic terms related to
the Earth. Simple
markets (e.g., market
observations and
economy, markets, wants
investigations begin to
and needs, goods and
reveal that the Sun
services, profit,
provides the light and
consumer, producer,
heat necessary to
supply and demand,
maintain the temperature
barter, money, trade,
of Earth. Based on those
advertising).
experiences, the
conclusion can be drawn
and in the world today and
explain the importance of
appreciating and
understanding other
cultures.
GOVERNMENT AND CIVICS
Formation of Governments
SS-EP-1.1.2
□ Students will identify and
explain the purpose of rules within
organizations (e.g., school, clubs,
teams) and compare rules with
laws.
SS-EP-1.3.2
□ Students will identify and
give examples of good
citizenship at home, at school
and in the community (e.g.,
helping with chores, obeying
rules, participating in
community service projects
such as recycling, conserving
natural resources, donating
food/supplies) and explain why
civic engagement in the
community is important.
reproduction. For
example, humans have
distinct body structures
for walking, holding,
seeing and talking.
These observable
structures should be
explored to sort, classify,
compare, and describe
organisms.
INTERDEPENDENCE
Unifying Concepts
SC-EP-4.7.1
 Students will describe the
cause and effect
relationships existing
between organisms and
their environments. The
world has many different
environments.
Organisms require an
environment in which
their needs can be met.
When the environment
changes some plants and
animals survive and
reproduce and others die
or move to new locations.
ENERGY
TRANSFORMATIONS
Unifying Concepts
SC-EP-4.6.1
 Students will describe
basic relationships of
plants and animals in an
ecosystem (food chains).
Plants make their own
food. All animals depend
on plants. Some animals
eat plants for food. Other
animals eat animals that
eat the plants. Basic
relationships and
connections between
organisms in food chains
can be used to discover
patterns within
ecosystems.
SS-EP-3.3.2
 Students will explain
different ways that people
acquire goods and
services (by
trading/bartering goods
and services for other
goods and services or by
using money).
that the Sun’s light and
heat are necessary to
sustain life on Earth.
STRUCTURE AND
TRANSFORMATION OF
MATTER
Physical Science
SC-EP-1.1.3
 Students will describe the
properties of water as it
occurs as a solid, liquid,
or gas. Matter (water)
can exist in different
states—solid, liquid, and
gas. Properties of those
states of matter can be
used to describe and
classify them.
INTERDEPENDENCE
Unifying Concepts
SC-EP-4.7.1
 Students will describe the
cause and effect
relationships existing
between organisms and
their environments. The
world has many different
environments.
Organisms require an
environment in which
their needs can be met.
When the environment
changes some plants and
animals survive and
reproduce and others die
or move to new locations.
Unit 6
Unit 7
North, South, East, West
I Think I Can
Instructional Days
Instructional Days
86-100
101-120
GEOGRAPHY
THE EARTH AND THE UNIVERSE
The use of Geographic Tools
Earth/Space Science
SS-EP-4.1.1
SC-EP-2.3.2
 Students will use geographic
tools (e.g., maps, globes, mental  Students will describe patterns in
weather and weather data in
maps, charts, graphs) to locate
order to make simple predictions
and describe familiar places at
based on those patterns
home, school and the
discovered. Weather changes
community.
from day to day and over
HISTORICAL PERSPECTIVE
seasons. Weather can be
The History of the United States
described using observations
SS-EP-5.2.1
and measurable quantities such
 Students will identify significant
as temperature, wind direction,
patriotic and historical songs,
wind speed and precipitation can
symbols, monuments/landmarks
be made by analyzing collected
(e.g., The Star-Spangled
data for patterns.
Banner, the Underground
Railroad, the Statue of Liberty)
and patriotic holidays (e.g.,
Veteran’s Day, Martin Luther
King’s birthday, Fourth of July)
and explain their historical
significance.
Unit 8
Away We Grow!
Instructional Days
121-145
UNITY AND DIVERSITY
Biological Science
SC-EP-3.4.1
 Students will explain the basic
needs of organisms. Organisms
have basic needs. For example,
animals need air, water and
food; plants need air, water,
nutrients and light. Organisms
can survive only in environments
in which their needs can be met.
SC-EP-3.4.2
 Students will understand that
things in the environment are
classified as living, nonliving,
and once living. Living things
differ from nonliving things.
Organisms are classified into
groups by using various
characteristics (e.g., body
coverings, body structures).
SC-EP-3.4.3
 Students will describe the basic
structures and related functions
of plants and animals that
contribute to growth,
reproduction, and survival. Each
plant or animal has observable
structures that serve different
functions in growth, survival and
reproduction. For example,
humans have distinct body
structures for walking, holding,
seeing and talking. These
observable structures should be
explored to sort, classify,
compare, and describe
organisms.
SC-EP-3.4.4
 Students will describe a variety
of plant and animal life cycles to
understand patterns of growth,
development, reproduction an
death of an organism. Plants
and animals have life cycles that
include the beginning of life,
Unit 9
Home, Sweet Home
Instructional Days
146-170
STRUCTURE AND
TRANSFORMATION OF MATTER
Physical Science
SC-EP-1.1.1
 Students will classify materials
objects by their properties
providing evidence to support
their classifications. Objects are
made of one or more materials
such as paper, wood, and metal.
Objects can be described by the
properties of the materials from
which they are made. Those
properties and measurements of
the objects can be used to
separate or classify objects or
materials.
UNITY AND DIVERSITY
Biological Science
SC-EP-3.4.3
 Students will describe the basic
structures and related functions
of plants and animals that
contribute to growth,
reproduction, and survival. Each
plant or animal has observable
structures that serve different
functions in growth, survival and
reproduction. For example,
humans have distinct body
structures for walking, holding,
seeing and talking. These
observable structures should be
explored to sort, classify,
compare, and describe
organisms.
GEOGRAPHY
Human-Environment Interaction
SS-EP-4.4.1
 Students will describe ways
people adapt to/modify the
physical environment to meet
their basic needs (food, shelter,
clothing).
CULTURES & SOCIETIES
Elements of Culture
Unit 10
I Am Brave
Instructional Days
171-190
CULTURES & SOCIETIES
Elements of Culture
SS-EP-2.1.1
 Students will describe cultural
elements (e.g., beliefs, traditions,
languages, skills, literature, the
arts).
SS-EP-2.1.2
 Students will study a variety of
diverse cultures locally and in the
world today and explain the
importance of appreciating and
understanding other cultures.
growth and development,
reproduction and death. The
details of a life cycle are different
for different organisms.
Observations of different life
cycles should be made in order
to identify patterns and
recognize similarities and
differences.
ENERGY TRANSFORMATIONS
Unifying Concepts
SC-EP-4.6.1
 Students will describe basic
relationships of plants and
animals in an ecosystem (food
chains). Plants make their own
food. All animals depend on
plants. Some animals eat plants
for food. Other animals eat
animals that eat the plants.
Basic relationships and
connections between organisms
in food chains can be used to
discover patterns within
ecosystems.
SS-EP-2.1.2
 Students will study a variety of
diverse cultures locally and in the
world today and explain the
importance of appreciating and
understanding other cultures.
HISTORICAL PERSPECTIVE
The History of the United States
SS-EP-5.2.1
 Students will identify significant
patriotic and historical songs,
symbols, monuments/landmarks
(e.g., The Star-Spangled
Banner, the Underground
Railroad, the Statue of Liberty)
and patriotic holidays (e.g.,
Veteran’s Day, Martin Luther
King’s birthday, Fourth of July)
and explain their historical
significance.
SS-EP-5.2.3
 Students will describe change over
time in communication, technology,
transportation, and education in the
community.
ECONOMICS
Production, Distribution, and
Consumption
SS-EP-3.4.3
 Students will define
interdependence and give
examples of how people in our
communities, states, and nation
and world depend on each other
for goods and services.
GOVERNMENT AND CIVICS
Rights and Responsibilities
SS-EP-1.3.1
 Students will define basic
democratic ideas (e.g., liberty,
justice, equality, rights,
responsibility) and explain why
they are important today.