Question 1

PRINCIPLES OF MATHEMATICS (MPM1D)

Accepted Answer

PREREQUISITE: None
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GRADE: 9 (Academic)
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AVAILABILITY: WIS Online or in-person
MPM1D online enables students to develop an understanding of mathematical concepts related to algebra, analytic geometry, and measurement and geometry through investigation, the effective use of technology, and abstract reasoning. Students will investigate relationships, which they will then generalize as equations of lines, and will determine the connections between different representations of a linear relation. They will also explore relationships that emerge from the measurement of three-dimensional figures and two-dimensional shapes. In MPM1D online, students will reason mathematically and communicate their thinking as they solve multi-step problems.

UNIT ONE - Rational Numbers
Essential Question: What are the differences between different types of numbers?
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 • In this unit, students will learn how to relate rational numbers to decimals, fractions, and integers. Students will also learn how to evaluate expressions involving rational numbers.

UNIT TWO - Powers and Polynomials
Essential Question: How do we represent polynomials in different forms using exponents?
 • In this unit, students will learn how to represent polynomials geometrically, simplify polynomial expressions using exponents and other mathematical principles, add and subtract polynomials, multiply polynomials by monomials.

UNIT THREE - Linear Relations
Essential Question: Why do we learn about lines (word problem related)?
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 • In this unit, students will learn how to describe properties of linear relations, recognize whether a relation is linear or nonlinear from a table of values, a graph, an algebraic expression, or a written description. Students will also learn to create different representations of linear and nonlinear relations.

UNIT FOUR - Linear Equations
Essential Question: How do we solve linear equations using variety of strategies?
 • In this unit, students will solve linear equations using a variety of strategies. Students will rearrange linear equations and formulas and find the point of intersection of two linear relations using a graph.

UNIT FIVE - Analytic Geometry
Essential Question: Where do we use geometry in everyday life?
 • In this unit, students will find the slope of a line, find the equation of a line and find the equations of parallel and perpendicular lines.

UNIT SIX - Investigating Relationships
Essential Question: How do we describe relationships between data?
 • In this unit, students will use a scatter plot to analyze data and draw a line or curve of best fit. Students will find the equation of the line of best fit and find trends or patterns in the data and make conjectures. Students will also use graphs to describe situations like displacement over time.

UNIT SEVEN - Properties of 2-D Figures
Essential Question: How do we investigate and create different polygons?
 • In this unit, students will investigate and apply the properties of interior and exterior angles of polygons. Students will investigate and apply the properties of the diagonals of polygons and line segments created using the midpoints of sides of polygons. Students will create and test conjectures, and give supporting examples or counterexamples.

UNIT EIGHT - Measurement 
Essential Question: How is optimization related to various 2-D measurements?
 • In this unit, students will learn how to find the area, surface area, and the volume of various shapes, such as trapezoids, prisms, pyramids, cylinders, cones, and spheres. Students will also learn how to optimize area and volume.

CULMINATING PROJECT
20% of Final Grade
 • This project is one of the final evaluation of MPM1D online. This project will assess students knowledge of concepts taught in the course and is worth 20% of their final grade.

FINAL EXAM - Proctored Exam
10% of Final Grade
 • This exam is the final evaluation of MPM1D online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be 1.5 hours

Question 2

SCIENCE (SNC1D)

Accepted Answer

PREREQUISITE: None
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GRADE: 9 (Academic)
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AVAILABILITY: WIS Online
SNC1D online enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science, and physics, and to relate science to technology, society, and the environment. Throughout the course, students will develop their skills in the processes of scientific investigation. In SNC1D online, students will acquire an understanding of scientific theories and conduct investigations related to sustainable ecosystems; atomic and molecular structures and the properties of elements and compounds; the study of the universe and its properties and components; and the principles of electricity.

UNIT ONE - Chemistry
Essential Question: How can understanding the physical and chemical properties of elements and compounds help us explore science, technology and the environment?
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 • In this unit, students will learn to define and use various terminology as it relates to the classification of matter. Students will also be introduced to the Periodic Table of Elements and will learn to arrange electronic distribution using the Bohr-Rutherford model for the first 20 elements. Students will extend their understanding and relate atomic structure to the position of an element in the periodic table and compare/contrast the physical properties of different elements within a group family.

UNIT TWO - Electricity
Essential Question: How can electrical energy be transformed into useful forms of energy? What impact does the generation and use of electricity have on our world?
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 • In this unit, students will discuss the basic properties and principles of static and current electricity and predict different materials’ pull/hold on electric charges. Students will explore the transfer of static charge between materials by friction, contact and/or induction. Students will examine how different devices use/control static electricity and improve electrical efficiency and compare and contrast the basics of static and current electricity. Students will extend their understanding and know how to calculate the energy consumption and efficiency of different appliances.

UNIT THREE - Sustainable Ecosystems
Essential Question: What does it mean to live sustainably? How can we reduce our ecological footprint?
 • In this unit, students will compare and contrast living/non-living features of land and water-based ecosystems, describe and compare nutrient cycling between the four different spheres and discuss the maintenance and sustainability of the four spheres and human interactions. Students will also investigate and discuss human activities and the impact they have on different ecosystems, including pollution, invasive species, acid rain/acidic water systems and clean-ups.

UNIT FOUR - Earth & Space
Essential Question: What makes up our solar system and how do each of the components interact with one another? How does the relationship between the Sun and the Earth impact life on Earth?
 • In this unit, students will investigate the characteristics and properties of a variety of celestial objects visible from Earth in the night sky. Students will discuss the Sun’s composition and energy source, as well as the motions of the Sun, Moon and Earth. Students will also learn about the stars.

FINAL EXAM - Proctored Exam
30% of Final Grade
 • This exam is the final evaluation of SNC1D online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero.

Question 3

CORE FRENCH (FSF1O)

Accepted Answer

PREREQUISITE: None
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GRADE: 9 (Open)
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AVAILABILITY: WIS Online
FSF1O online is an introductory course for students who have little or no knowledge of French or who have not accumulated the minimum of 600 hours of elementary Core French instruction. Students will begin to understand and speak French in guided and structured interactive settings and will develop fundamental skills in listening, speaking, reading, and writing through discussing issues and situations that are relevant to their daily lives. Throughout the course, students will develop their awareness of diverse French-speaking communities in Canada and acquire an understanding and appreciation of these communities. They will also develop a variety of skills necessary for lifelong language learning.

UNIT ONE - Ma famille et mes amis
Essential Question: What are some common greetings and French and how can they be used to introduce yourself?
 • Dans cette unité, tu vas apprendre les salutations communes et les présentations en français, et puis tu vas les utiliser pour présenter une personne importante dans ta vie, ou tu peux te présenter toi-même. Finalement, tu vas écrire et lire un petit script, en utilisant un example pour t’aider.
 • In this unit, students will learn common greetings and introductions in French, and then they are going to use them to introduce somebody important in their life or they may present themselves. Finally, students will write and read a small script, using an example to help.

UNIT TWO - Je Mange
Essential Question: How do French -er verbs chance depending on the subject pronoun?
 • Dans cette unité, tu vas décrire oralement et en écrivant la nourriture que tu aimes et que tu n’aimes pas, en utilisant les pronoms personnels et les verbes conjugés. Tu vas apprendre et utiliser les articles (“le,” “la,” et “les”) et les adjectifs quand tu décrire les aliments.
 • In this unit, students will describe, orally and in writing, food that they like and do not like, using personal pronouns and conjugated verbs. Students will learn to use articles (“le,” “la,” and “les”) and adjectives when they describe foods.

UNIT THREE - Les sports et vos intérêts
 • Dans cette unité, les élèves décrivent leurs goûts et leurs dégoûts aux sports, aux loisirs et aux intérêts et communiquent leurs préférences aux autres et utilisent les formes négatives de certains verbes, par exemple «J’aime _________ ou Je n’aime pas ____________. Les élèves décriront les sports pendant les quatre saisons: automne, hiver, printemps et été. Les élèves décriront les sports à la fois par voie orale et par écrit en utilisant les verbes “etre” et “jouer” avec des pronoms. Les élèves expriment leurs préférences en utilisant des noms et des verbes singuliers et pluriels, et utilisent les formes féminines et masculines des noms et des adjectifs. Les élèves vont également poser des questions et répondre à ces questions, par exemple, “Est-ce-que tu tu joue jouer _______”
 • In this unit, Students will describe their likes and dislikes related to sports, hobbies, and interests and communicate their preferences to others and using the negative forms of some verbs, for example, “J’aime _________ or Je n’aime pas ____________ . Students will describe sports during the four seasons: fall, winter, spring, and summer. Students will describe sports both orally and in writing using the verbs “etre” , and “jouer” with pronouns. Students will express their preferences using singular and plural nouns and verbs, and use the feminine and masculine forms of nouns and adjectives. Students will also ask and answer questions, for example, “Est-ce-que tu aime jouer _______”.

UNIT FOUR - Mon Voyage
Essential Question: What do I appreciate and connect with about Francophone culture around the world?
 • Dans cette unité, les étudiants apprendront des prépositions pour les régions francophones. Les étudiants apprendront à propos de la culture et des voyages francophones. Les étudiants analyseront les médias qui contribuent à promouvoir les régions et les produits francophones. Les élèves apprendront également les directions et utiliseront le vocabulaire des unités précédentes. Les étudiants continueront à pratiquer la lecture, l’écriture, l’écoute et les compétences parlantes à travers l’unité.
 • In this unit, students will learn prepositions for French-Speaking regions. Students will learn about some French-Speaking culture and travel. Students will analyze media forms that help to promote French-Speaking regions and products. Students will also learn about directions and use vocabulary from previous units. Students will continue to practice reading, writing, listening and speaking skills through the unit.

UNIT FIVE - La culture français et le Canada
Essential Question: How is French - Canadian culture similar to my own ?
 • Dans cette unité, les étudiants explorent les traditions et les festivals dans les communautés francophones au Canada par la lecture, l’écoute et l’enquête. La grammaire introduite dans les unités précédentes avec les verbes, les noms et les adjectifs, est renforcée dans cette unité et que l’utilisation d’adverbes utilisés dans les descriptions. Les étudiants pourront également répondre aux questions sur les communautés francophones.
 • In this unit, students explore traditions and festivals in French-speaking communities in Canada through reading, listening, and inquiry. Grammar introduced in previous units including verbs, nouns, and adjectives are reinforced within this unit as well as the use of adverbs used in descriptions. Students will also be able to answer questions about French-Speaking communities.

CULMINATING PROJECT
10% of Final Grade
 • This project is one of the final evaluations of FSF1O online. This project will challenge students’ knowledge of concepts learned throughout this course and is worth 10% of the final grade.

FINAL EXAM - Proctored Exam
20% of Final Grade
 • This exam is the final evaluation of FSF1O online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours.

Question 4

CORE FRENCH (FSF1D)

Accepted Answer

PREREQUISITE: Minimum of 600 hours of French instruction, or equivalent
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GRADE: 9 (Academic)
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AVAILABILITY: WIS Online
FSF1D online provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives. Students will continue to develop language knowledge and skills by using language-learning strategies introduced in the elementary Core French program and will apply creative and critical thinking skills in various ways. In FSF1D online, students will also enhance their understanding and appreciation of diverse French-speaking communities and will develop the skills necessary to become life-long language learners.

UNIT ONE - C'est Moi
Essential Question: How does understanding adjectives help us to write cohesively in the French language?
 • Les étudiants développeront une compréhension des adjectifs, le passé, le présent et le futur des verbes français et leurs formes irrégulières. Les élèves mettront ces compétences en pratique par utilisant leur compréhension dans les formes écrite et orale, en plus de reconnaître les verbes dans les textes. Les élèves aussi développeront un sens de soi et leur relation avec la langue française.
 • Students will develop an understanding of basic French adjectives, past, present and future tenses of French verbs and their irregular forms. Students will put these skills into practice by using them in their correct tense in written and oral form in addition to recognizing the verbs in texts. Students will also develop a sense of self and their relationship with the French language.

UNIT TWO - Les Médias
Essential Question: How do media and stereotypes impact and influence us?
 • Cette unité permet les élèves d’explorer une compréhension des différents types de medias et comment ils sont personnellement influencés par les médias. Aussi, cette unité demande aux élèves de se considérer comme un consommateur et comment les médias les manipulent. Les élèves se familiarisent avec le placement des pronoms et utilisent la grammaire française appropriée pour exprimer leurs opinions et leurs idées. Les étudiants se concentrent sur le développement de leurs compétences de communication écrite et orale pour les aider à devenir des jeunes francophones.
 • This unit has student explore the various types of media and the way in which they are impacted by media on a regular basis. This unit asks students to think about themselves as a consumer and the way in which media manipulates them. Students also become familiar with the placement of pronouns and using proper French grammar to express their opinions and ideas. Students also focus on building their written and oral communication skills to help them to further become French speakers.

UNIT THREE - Les Emplois
Essential Question: How does knowing our strength and weaknesses allow us to prepare for future jobs? How does practicing interview skills help us to develop our oral communication skills?
 • Cette unité permet les élèves d’explorer les possibilités d’emploi et comment leurs intérêts peuvent être un indicateur d’un choix de carrière. Les étudiants se familiarisent avec les pronoms relatifs et aussi le superlatif. Ils apprendront également à intégrer ces concepts de grammaire pour exprimer leurs idées et leurs opinions. Les étudiants acquerront des compétences de recherche liées à la recherche d’un emploi et comment décrire leur propres compétences. Ils pratiquent aussi leurs compétences d’écoute et de communication orale pour développer leurs compétences en français.
 • This unit has students explore possible job opportunities and how their interests can be an indicator of a career choice. Students become familiar with relative pronouns and the superlative. They will also learn how to incorporate these grammar concepts to express their ideas and opinions. Students will also learn key research skills related to finding employment and how to describe the skills that they have. They also practice their listening, speaking and oral communication skills to further develop their French abilities.

UNIT FOUR - La Culture Française et Francophone
Essential Question: How does understanding French and Francophone culture help us develop an understanding of French language? What does it mean to be a French speaker around the world?
 • Cette unité permet les élèves d’explorer la culture française. Les élèves développeront une compréhension de la culture francophone et comment la culture crée l’identité Canadienne. Les élèves apprendront également à utiliser des objets directs et indirects comme une compétence grammaticale. Ils apprendront à intégrer ces concepts de grammaire pour exprimer leurs idées et leurs opinions. Les étudiants mettront leurs compétences de recherche à profit en étudiant l’impact de la langue française dans le monde. Ils continuent aussi à pratiquer leurs compétences d’écoute et de communication orale afin de développer leurs compétences en français.
 • This unit has students explore French culture and how it has developed over time. Students will also develop an understanding of Francophone culture and how it has helped to shape the Canadian identity. Students will also learn how to use direct and indirect objects as a grammar skill. They will also learn how to incorporate these grammar concepts to express their ideas and opinions. Students will also put their research skills to use by researching the impact of French language around the world. They also continue to practice their listening, speaking and oral communication skills to further develop their French abilities.

UNIT FIVE - La Culture Francophone - "Le Chandail de Hockey"
Essential Question: How does Le Chandail de Hockey help us understand Francophone culture? How does reading a short text help us develop our French comprehension skills?
 • Cette unité permet aux élèves d’explorer la culture francophone et leur mode de vie. Les élèves utilisent les compétences de lecture, d’écriture et d’écoute qu’ils ont développées pour lire et répondre au texte “Le Chandail de Hockey” par Roch Carrier. Les étudiants devront également commencer à analyser des textes par eux-mêmes et devenir plus indépendants avec leur compréhension de la langue française.
 • This unit has students explore the Francophone culture and their way of life. Students use the reading, writing and listening skills that they have developed in order to read and respond to the text Le Chandail de Hockey by Roch Carrier. Students will also have to begin dissecting texts on their own and becoming more independent with the French language.

CULMINATING PROJECT
10% of Final Grade
 • This project is the final evaluation of FSF1D online. This project will be divided into 4 parts, worth a total of 10% of the final grade.

FINAL EXAM
20% of Final Grade
 • This exam is the final evaluation of FSF1D online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours.

Question 5

ENGLISH (ENG1D)

Accepted Answer

PREREQUISITE: None
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GRADE: 9 (Academic)
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AVAILABILITY: WIS Online
ENG1D online is designed to develop the oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyze literary texts from contemporary and historical periods, interpret informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the use of strategies that contribute to effective communication. ENG1D online is intended to prepare students for the Grade 10 academic English course, which leads to university or college preparation courses in Grades 11 and 12.

UNIT ONE - Myths and Heroes
Essential Question: What does it mean to be a hero? What kinds of qualities make someone a hero? Are heroes perfect?
 • In this unit, students will explore the meaning of the word “hero” including traits and characteristics related to being a hero. Students will learn about the transformative steps that every hero must endure on their quest to achieve honour and glory. Students will gain an understanding of important terms and definitions that are imperative to know when studying short stories, mythology, and folk/fairy tales. Students will explore key elements of short stories by reading and examining various mythological stories and folktales from different cultures and time periods throughout history.

UNIT TWO - Short Stories
Essential Question: What are the main elements of a short story and how can I delve deeper into characters to understand the underlying meaning of a text?
 • In this unit, students will review the important elements of short stories and understand how they function in stories they know and stories they will read. Students will learn about literary devices and become very skilled at identifying these in short stories and explaining their purpose. Students will have the opportunity to read a variety of short stories, both modern and classic. Students will analyze short stories, and identify and explain their characteristics, including perspective, length, characterization, plot, setting, and more. Students will learn how to construct a theme statement and how to identify mood and tone of a short story.

UNIT THREE - Shakespeare's Romeo and Juliet
Essential Question: How do I begin to comprehend Shakespearean language and how does understanding theme contribute to my overall understanding of the play?
 • In this unit, students will explore the life and historic times of famous playwright William Shakespeare. Students will examine the plot and major characters of one of Shakespeare’s most famous romantic plays, Romeo and Juliet. Students will learn important terms and definitions that are imperative to know when studying Shakespeare’s plays. Students will become familiar with the Shakespearean vocabulary and writing styles, including sonnets. Students will explore key themes of Romeo and Juliet, such as love, fate, and identity.

UNIT FOUR - Novel Study: The Great Gatsby
Essential Question: How do the American Dream and important symbols throughout the novel illuminate the false notions created in the 1920's? How will recognizing this deepen my understanding of the novel?
 • In this unit, students will explore the culture and lifestyle of the 1920s, a prosperous and exciting time in history. Students will learn what it means when a novel is called classic, and how to read this novel in an informed way. Students will explore interesting characters and learn how to understand their actions and motivations. Students will examine key elements of plot, theme, and symbol by reading through this classic novel and analyzing significant parts.

FINAL EXAM - Proctored Exam
30% of Final Grade
 • This exam is the final evaluation of ENG1D online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours.

Question 6

INTRODUCTION TO BUSINESS (BBI1O/BBI2O)

Accepted Answer

PREREQUISITE: None
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GRADE: 9/10 (Open)
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AVAILABILITY: WIS Online
BBI1O/BBI2O online introduces students to the world of business. Students will develop an understanding of the functions of business, including accounting, marketing, information and communication technology, human resources, and production, and of the importance of ethics and social responsibility. BBI1O/BBI2O online builds a foundation for further studies in business and helps students to develop the business knowledge and skills they will need in their everyday lives.

UNIT ONE - Business Fundamentals
Essential Question: Is studying Business just a way to figure out how to make money?
 • In this unit, students will be introduced to many terms and topics that are the underlying principles behind businesses which will assist in learning for the rest of the course.

UNIT TWO - Functions of Business
Essential Question: How do I get someone to buy my product or service? Is there a specific method to this process that guarantees a profit?
 • In this unit, students will learn about the main activities that get their products and services out to the consumer.

UNIT THREE - Entrepreneurship
Essential Question: What kind of characteristics and attributes are required to have an idea, make that idea come to life and successfully sell it in the market place?
 • In this unit, students will discover the characteristics and attributes of an Entrepreneur and what makes Entrepreneurs successful. They will have a chance to learn how to design a business and begin to work on their culminating project through the planning of a small business that interests them. Students will explore the inventions and innovations that have shaped the global economy.

UNIT FOUR - Finance
Essential Question: How does a business keep track of all those expenses and sales transactions?
 • In this unit, students will learn about personal finance and money management as well as the basic tools businesses use to record transactions.

CULMINATING PROJECT 
15% of Final Grade
 • This project is one of the final evaluations for BBI1O/BBI2O online. This project will be worth 15% of the final grade.

FINAL EXAM - Proctored Exam
15% of Final Grade
 • This exam is the final evaluation of BBI1O/BBI2O online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours.

Question 7

INFORMATION & COMMUNICATION TECHNOLOGY IN BUSINESS (BTT1O/BTT2O)

Accepted Answer

PREREQUISITE: None
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GRADE: 9/10 (Open)
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AVAILABILITY: WIS Online
BTT1O/BTT2O online introduces students to information and communication technology in a business environment and builds a foundation of digital literacy skills necessary for success in a technologically driven society. Students will develop word processing, spreadsheet, database, desktop publishing, presentation software, and website design skills. Throughout BTT1O/BTT2O, there is an emphasis on digital literacy, effective electronic research and communication skills, and current issues related to the impact of information and communication technology.

UNIT ONE - Introduction
Essential Question: How can we use technology in a responsible and balanced manner when it is everywhere?
 • In this unit, students will explore some of the defining features of Information and Communications Technology (ICT), as well as hardware and software components. Students will be introduced to digital literacy, which emphasizes safe and smart ICT usage.

UNIT TWO - Technology for Productivity
Essential Question: How technology changed the way we work around the world in the past 30 years?
 • In this unit, students will use a hands-on approach to applying technology for productivity. Word processing will be applied utilizing various software programs. Spreadsheets and data management will be utilized exploring effective functionality and display, as well as data methods. Programming logic will also be approached using various commands, algorithms and programming languages.

UNIT THREE - Technology for Presentation
Essential Question: How have presentations evolved over time and what might they look like in the future?
 • In this unit, students will explore the use of technology for presentation. Presentation and web design elements will be examined and students will have the opportunity to create websites and presentations using a variety of software options. Data graphics and infographics will be identified and their best uses applied as students create their own graphic design.

UNIT FOUR - Technology for Communication
Essential Question: Is using communication tools an important part of doing business in today's world?
 • In this unit, students will identify email etiquette and best practices, as well as virtual meetings and collaboration tools that can help in facilitating communication. Communication is an integral component of any business or organization. Technology has led to the ability to work remotely and away from your business team and clients. As a result, there is an increased need for communication tools.

UNIT FIVE - Trends in Business Technology
Essential Question: What will be the next big thing in the technology world that will change how we work?
 • In this unit, students will briefly go over some of the major trends in business technology. Students will review social media, big data, and apps and smart devices and their applications through a variety of case studies. As students have seen in the course, technology is advancing at an alarming rate and is firmly ingrained in business processes.

CULMINATING PROJECT
15% of Final Grade
 • This project is one of the final evaluation for BTT1O/BTT2O online. This project will be worth a total of 15% of the final grade.

Question 8

MUSIC (AMU1O) - GRADE 9

Accepted Answer

PREREQUISITE: None
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GRADE: 9 (Open)
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AVAILABILITY: WIS Online
AMU1O online emphasizes the creation and performance of music at a level consistent with previous experience and is aimed at developing technique, sensitivity, and imagination. Students will develop musical literacy skills by using the creative and critical analysis processes in composition, performance, and a range of reflective and analytical activities. In AMU1O online, students will develop an understanding of the conventions and elements of music and of safe practices related to music and will develop a variety of skills transferable to other areas of their life.

UNIT ONE - Foundations of Music
Essential Question: What are the elements of music and how can they be identified in a piece of music?
 • In this unit, students will be introduced to the elements of music and their respective roles in various musical pieces. Students will explore concepts and vocabulary related to rhythm, melody, timbre, texture and form, in relation to contemporary music. In doing so, students will practice and apply the critical analysis process to a range of different musical styles and genres, and work towards sharpening their active listening skills.

UNIT TWO - Rhythmic Basics
Essential Question: What are the basic components of a "beat" in music?
 • In this unit, students will learn and apply concepts and skills related to rhythm. Students will study a variety of note and rest values, and learn how to notate and play basic rhythms. Students will also compose their own original rhythms in a collaborative capacity.

UNIT THREE - Notation & Performance
Essential Question: What are the conventions of musical notation and how can we read written musical pieces?
 • In this unit, students will be introduced to the basics of musical notation and performance, both in the context of the primary musical instrument of their choice. Students will learn how to properly set-up, hold and play notes on their instrument. They will also learn how to discern between tones, semitones and accidentals on a score, on both the treble and bass clefs. Students will write and perform major and minor scale patterns, as well as compose original melodies based on these scale patterns.

UNIT FOUR - Music & Society - Past, Present and Future
Essential Question: What is the role of music in society? How does music reflect the values or conflicts of the societies in which it is made?
 • In this unit, students will be introduced to the social and historical significance of music from various time periods and various cultures and societies around the world. Students will be introduced to the major periods of European music and will be able to identify key aspects of Renaissance, Baroque and Classical forms. They will listen to and critically analyze pieces of music from these musical periods, as well as those from a wide range of world cultures. Students will explore a range of genres and styles from 20th-century popular music, and apply their knowledge through independent research.

UNIT FIVE - Composition & Music Technology
Essential Question: What is digital recording and what technology is required to record music digitally? How can the elements of music be used to create an original composition?
 • In this unit, students will be introduced to the basic principles of composition and digital music recording. Students will use various digital recording technologies to collaborate on an original musical composition. In doing so, students will work through the composition process and apply their understanding of musical elements studied throughout the course. Finally, students will engage in the creative process to submit a final composition.

CULMINATING PROJECT
30% of Final Grade
 • This project is the final evaluation for AMU1O online. The purpose of this assignment is for students to apply their knowledge, skill and creativity in music towards an original, creative musical project.

Question 9

ISSUES IN CANADIAN GEOGRAPHY (CGC1D)

Accepted Answer

PREREQUISITE: None
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GRADE: 9 (Academic)
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AVAILABILITY: WIS Online
CGC1D online examines interrelationships within and between Canada’s natural and human systems and how these systems interconnect with those in other parts of the world. Students will explore environmental, economic, and social geographic issues relating to topics such as transportation options, energy choices, and urban development. In CGC1D online, students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate various geographic issues and to develop possible approaches for making Canada a more sustainable place in which to live.

UNIT ONE - Introduction to Canadian Geography Online
Essential Question: What are methods of effective communication related to complexity of Geographic concepts?
 • In this unit, students will become familiar with basic concepts in Canadian Geography while simultaneously developing the skills required to be successful in this online format.

UNIT TWO - A Geographer's Essentials
Essential Question: What tools can be utilized to analyze geographic concepts?
 • In this unit, students will use the geographic inquiry process and the concepts of geographic thinking when investigating issues relating to Canadian geography. Students will be able to apply in everyday contexts skills, including spatial technology skills, developed through the investigation of Canadian geography, and identify some careers in which a background in geography might be an asset.

UNIT THREE - Canada's Physical Environment
Essential Question: What are the influential processes that have created the variety of landform regions in Canada?
 • In this unit, students will develop an understanding of plate tectonics. Students will understand how Canada’s physical diversity is connected to the geological development. Students will explain the rock cycle and be able to identify and describe the four eras.

UNIT FOUR - Patterns in Population and Immigration
Essential Question: What are the influences in Canada's population patterns, and how does this impact society in Canada?
 • In this unit, students will look at patterns in Canada’s population and assess the implications of these trends in local, national, and global contexts. Students will have the opportunity to analyze geographic issues associated with population demographics and settlement patterns and to assess strategies that could be used to address the economic, environmental, social, and political implications of an ageing and increasingly diverse population.

UNIT FIVE - The Canadian Economy
Essential Question: What are the resources that Canada relies on for economic development, and how does this development impact regions in Canada?
 • In this unit, students will look at the availability of natural resources in Canada as well as the development of natural resources in Canada. Student will examine trade relationships with other countries and they will examine the economic development of the country.

UNIT SIX - Sustainable Communities
Essential Question: What are the implications of urban growth and development?
 • In this unit, students will recognize how the infrastructure of a community can affect its livability and its environmental, economic, and social sustainability. Issues relating to land use, urban growth, and human systems will be analyzed. Students will have the opportunity to develop strategies for making their community a more sustainable place in which to live.

FINAL EXAM - Proctored Exam
30% of Final Grade
 • This exam is the final evaluation of CGC1D online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours.

Question 10

LEARNING STRATEGIES (GLS1O) – GRADE 9

Accepted Answer

PREREQUISITE: None
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GRADE: 9 (Open)
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AVAILABILITY: WIS Online
GLS1O online focuses on learning strategies to help students become better, more independent learners. Students will learn how to develop and apply literacy and numeracy skills, personal management skills, and interpersonal and teamwork skills to improve their learning and achievement in school, the workplace, and the community. The course helps students build confidence and motivation to pursue opportunities for success in secondary school and beyond.

UNIT ONE - Personal Knowledge
Essential Question: How can I use various strategies in order to enhance my current skill set for my future success?
 • In this unit, students will identify different learning styles and their own personal strengths and weaknesses. Students will explore various strategies they can use in order to enhance their current skill set for success in the future. This unit is designed to promote student self-awareness and encourage engagement with the wider community. Through the application of personal knowledge, students learn to self-advocate.

UNIT TWO - Personal Management Skills
Essential Question: How can I recognize my own management skills and develop my own personal growth, while working on my weaknesses?
 • In this unit, students will focus on stress management, values, decision-making, and nutrition, students will come to understand the overarching concept of wellness and how maintaining a healthy lifestyle can enhance their academic performance. Through varied assessments that measure knowledge and understanding, thinking, application, and communication, students will explore their own wellness and develop strategies for a successful future.

UNIT THREE - Learning Skills
Essential Question: How can I hone in on different measurements of success and use the community and school resources available to me to improve my personal learning needs?
 • In this unit, students will explore different learning skills and their individual strengths and weaknesses. Students will identify a variety of literacy skills and strategies to improve their reading, writing, and oral communication in everyday contexts. Additionally, students will identify different measurements of success and the community and school resources available that can help them in their personal learning needs.

UNIT FOUR - Interpersonal Knowledge and Skills
Essential Question: How can I further develop my own skills and strengths in order to enhance my learning and interpersonal relationships?
 • In this unit, students will identify and describe the knowledge and skills necessary for successful interpersonal relations and teamwork; skills that are vital in school and the workplace. By gaining insight into their own skills and areas of strength and weakness, students will be able to explain how those skills can be further developed to enhance their learning and interpersonal relationships more generally. Students will be able to apply the appropriate teamwork skills needed in a variety of learning environments.

UNIT FIVE - Exploring Opportunities
Essential Question: How can I apply all of the knowledge that I have gathered thus far to begin to develop my own personal learning plan?
 • In this unit, students will apply their knowledge of school, work, and community involvement opportunities to develop their own personal learning plans. Students will reflect on the resources available to them that can be used to support their learning needs.

CULMINATING PROJECT
30% of Final Grade
 • In this unit, students will cultivate all of the learning that they have acquired in GLS1O online and will showcase their strengths through an assignment executed with high effort and high detail.

Question 11

HEALTHY ACTIVE LIVING EDUCATION (PPL1O) – GRADE 9

Accepted Answer

PREREQUISITE: None
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GRADE: 9 (Open)
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AVAILABILITY: WIS Online
PPL1O online equips students with the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and personal fitness that provide a foundation for active living. Students also acquire an understanding of the factors and skills that contribute to healthy development and learn how their own well-being is affected by, and affects, the world around them. In PPL1O online, students build their sense of self, learn to interact positively with others, and develop their ability to think critically and creatively.

UNIT ONE - Fitness Plan and Nutritional/Sexual Health
Essential Question: What are healthy eating habits? What do we need to know to have a healthy sexual life? How do we create an effective fitness plan for ourselves?
 • In this unit, students will develop a fitness plan and learn about nutritional health. Students will determine the availability of healthy food around them and learn to create healthy meal plans for different individuals. Students will learn about male and female puberty, methods of protection for safe sex and discover Sexually Transmitted Infections (STIs) that can be contracted when having sex. Students will examine the factors that can influence a person’s understanding of their gender identity and sexual orientation.

UNIT TWO - Safety and Substance Abuse
Essential Question: How do we make safe choices using technology? What influences substance use and misuse? What is bullying?
 • In this unit, students will demonstrate behaviours and apply procedures that maximize their safety and that of others in a variety of physical activity settings. Students will learn CPR techniques, when and how to them and gain an understanding of an automated external defibrillator. Students will discuss how one must be aware when using social media and determine what bullying and cyberbullying is. Students will examine strategies to use when faced with bullying or being a bystander. Students will understand how people become addicted to drugs, video games, etc. and explore the pressure that friends and the media put on teens. Students will critically examine the pressures to use tobacco and alcohol.

UNIT THREE - Movement and Personal/Interpersonal Skills
Essential Question: How do we explain and analyze physical literacy, and the principles and phases of movement? What personal skills are important in sport participation?
 • In this unit, students will conduct a combination of stability and locomotor movements. Students will explore the different phases of movement to be able to refine their skills as they participate in physical activities. Students will determine their personal strengths and weaknesses as well as explore what stress is and how to create a schedule to help overcome it. Students will learn the difference between healthy and unhealthy relationships and discover effective verbal and non-verbal communication. Students will also discuss abuse of officials during sporting events in Ontario.

UNIT FOUR - Fair Play and Creative/Critical Thinking Skills
Essential Question: Why is fair play important? How do we effectively analyze and design a play? Why is personal fitness important? How have I progressed in my activity over the course?
 • In this unit, students will learn about ethical and fair play as well as the components of a range of physical activities. Students will critically assess and design a play.

CULMINATING PROJECT
20% of Final Grade
 • This project is one of the final evaluation of PPL1O online. This project will be worth 20% of the final grade.

FINAL EXAM - Proctored Exam
10% of Final Grade
 • This exam is the final evaluation of PPL1O online. Students need to arrange their final exam 10 days in advance. All coursework should be completed and submitted before writing the final exam, please be advised that once the exam is written, any outstanding coursework will be given a grade of zero. The exam will be two hours.

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GRADE 9