1. The Future Is Limitless
EADM 622
Intergrated 11th Grade Curriculum Unit
The Future Is Limitless
Presented by: Nick Neace, Chris Herlihy, Mike Livingston, Chloe Arias, and Brian Jeffrey
Presented by: Nick Neace, Chris Herilhy, Mike Livingston, Chloe Arias, and Brian Jeffrey

2. Interdisciplinary Lesson Plans
These cross-curricular lesson plans will help students understand the breadth of opportunities available to them.
They will be able to research, investigate, and self- explore.
Students will be given opportunities to interact with others in pair-shares, partake in whole class activities, and grow as an independent learner

3. Integrative Purpose
The purpose of this unit is to help students take the first step in setting career goals.
This curriculum focuses on the unique academic, personal, and social needs of high school learners, providing opportunities for them to explore career clusters while developing foundational knowledge and skills applicable to all career fields.
Our goal was to include engaging opportunities for students to discover career possibilities and how these possibilities align with their personal goals and interests.

4. Humanitarian Transformation
Students are moving from school to life and need to understand career planning as a continuous process directed by changes in the workplace and the goals of the worker.
Career and life role education helps students prepare to integrate the demands of six life roles (i.e., individual, learner, producer, consumer, family member and citizen) into family, community and work settings.
Career and life role education helps students connect the personal side of their lives ("learning to live") to educational growth ("loving to learn") and career development (“living to learn").

5. Cross Curricular Connection
Common Prep Period
Students will research careers they are interested in. They will then select one career to conduct a historical investigation based on the career of their choice. Next, they will analyze and compute the data associated with the career they chose.
Additionally, students will write an all inclusive, MLA report, detailing their career, findings, and results. Finally, students will create a PowerPoint presentation based on their report and present it to their peers for evaluation.

6. Curriculum Integration
Computer Applications Class
Nick Neace
Social Studies Class
Chris Herlihy
Math Class
Mike Livingston
English Class (Collaborative Model)
Chloe Arias
Brian Jeffrey

7. Computer Applications
Day 1
Visit cacareerzone.org/graphic/ index.html
Click on Assess Yourself
Complete the Following:
Quick Assessment (Print)
Interest Profiler (Save/Print)

8. Computer Applications
Day 2
Visit cacareerzone.org/graphic/index.html
Click on Reality Check
Separate window opens
Print Results
Click on Non-Flash Version
Follow On-Screen Prompts
Load Data from Interest Profiler
Explore Three Career Options and Print Those Results

9. Social Studies Day 1: Review computer lab norms
Teacher demonstration how using keywords in a search engine.
Students search for info about the history of their top 3 chosen careers from Mr. Neace’s class.
Career websites searched for information for essay and power point presentation.
Students research top 3 career interests from Career Interest Survey.
Students complete “Top 3 Career Choices: Pros and Cons’” Worksheet.
Students choose career to research in depth for their essay in English.

10. EADM 622
Intergrated 11th Grade Curriculum Unit
Social Studies
Day 2: Students receive research project outline specifying components to include in each section of research project.
Students design outline for their career to bring focus to the research
Day 3: Students given more time to complete outlines for chosen career.
Students receive instruction and demonstration on using Microsoft Word.
Time permitting, students type career history report
Day 4: If necessary, students continue typing their career history report.
Presented by: Nick Neace, Chris Herilhy, Mike Livingston, Chloe Arias, and Brian Jeffrey

11. Mathematics Does a college degree pay off?
Statistics have proven that there is a direct correlation between a person’s educational level and the amount of money a person makes over a lifetime.
In this lesson, students will:
Understand the purpose of a bar graph.
Demonstrate how data can be represented in a graphical form.
Interpret data presented on a bar graph.
Apply means, median, and mode to data from the graph

12. Mathematics Statistics Professional Degree $109,600
Doctoral Degree $89,400
Master’s Degree $62,300
Bachelor’s Degree $52,200
Associate’s Degree $38,200
Some College $36,800
High School Graduate $30,400
Some High School $23,400

13. Mathematics EADM 622 Intergrated 11th Grade Curriculum Unit
Presented by: Nick Neace, Chris Herilhy, Mike Livingston, Chloe Arias, and Brian Jeffrey

14. English Prompt :Review Handout Step 1- Pre-write Step 2- Outline
Read poem and pass out handout to class
Step 2- Outline
ELL Strategy
Step 3- Draft
Special Needs Strategy
Step 4- Peer Evaluation
Musical Editing
Step 5- Revisions
Mini Conferences
Step 6- Final Draft

15. English: Collaboration
EADM 622
Intergrated 11th Grade Curriculum Unit
English: Collaboration
PowerPoint Lesson
Essential Measurement Standards
(Power Standards)
Presentation Outline and Rubric Evaluation
Learning Scales
Presented by: Nick Neace, Chris Herilhy, Mike Livingston, Chloe Arias, and Brian Jeffrey

16. The Future Is Limitless
Presented by: Nick Neace, Chris Herlihy, Mike Livingston, Chloe Arias, and Brian Jeffrey