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PREREQUISITE: Visual Arts, Grade 9 or 10, Open ​ GRADE: 11 (University/College) ​ AVAILABILITY: WIS Online

AVI3M online enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting, and printmaking, as well as the creation of collage, multimedia works, and works using emerging technologies. Students will use the critical analysis process when evaluating their own work and the work of others. AVI3M online may be delivered as a comprehensive program or through a program focused on a particular art form (e.g., photography, video, computer graphics, information design).

UNIT ONE - Building Foundations: What are media arts?

Essential Question: What is the creative process? How does it serve artists? How do sketchbooks serve artists? How does property law serve artists?

• In this unit, students will be reintroduced to the terminology and applications of the elements and principles of design. Students will review the critical analysis process, which they will apply when reviewing their own work and critiquing the work of others. Students will learn the preferred format for sketchbook page submissions for this course. They will examine how Canadian copyright law influences the professional activities of artists.

UNIT TWO - Drawing the Portrait in Graphite

Essential Question: How has the human form been portrayed by different cultures? What are the strengths and challenges of graphite as a medium?

• In this unit, students will practice the techniques used by graphite artists to create texture and changes in value. Students will experiment with a variety of pencil densities, complete sketchbook pages, and a final artwork. Students will learn about two artists whose work has impacted the history of art in Canada, especially in the field of drawing. Students will also learn about communicating narrative, as they complete your final artwork.

UNIT THREE - Depicting Space in Pen and Ink

Essential Question: How can space and volume be described in two-dimensions? How have Canadian artists of diverse backgrounds used ink drawing/ink painting to communicate? What are the strengths and challenges of ink as a medium?

• In this unit, students will learn how to use technical pens, employing a variety of shading techniques. Students will be introduced to two Canadian artists whose work in pen and ink show very different approaches to illustrating aspects of Canadian identity. Students will also create, and comment on, their own unique works in pen.

UNIT FOUR - Painting Still-Life with Water-Colour

Essential Question: How is painting unlike dry media? How have Canadian artists of diverse backgrounds used water-colour painting to communicate? What are the strengths and challenges of water-colour as a medium?

• In this unit, students will be introduced to painting with water-colours, a medium with a rich history in Canada. Students will learn different aspects of colour theory and colour mixing, different paint application techniques, and about the different qualities of water-colour materials. Students will learn about Canadian water-colour artists who have drawn from the natural beauty of the country, and they will paint objects from nature in their own still-life.

UNIT FIVE - Relief Sculpture in Clay

Essential Question: How are 3-dimensional media unlike 2-dimensional media? How have Canadian artists of diverse backgrounds used relief sculpture to communicate? What are the strengths and challenges of clay sculpture as a medium?

• In this unit, students will learn about the relief sculpting illustration techniques of Barbara Reid, as well as other Canadian relief sculptors. Students will experiment with Reid’s medium, before creating a final work that reflects their own ideas about Canada. Students will be able to apply their knowledge of colour mixing in this novel context, and learn to change lighting conditions while photographing sculpture.

CULMINATING PROJECT

30% of Final Grade

• This project is the final evaluation of AVI3M online. In this final unit, students will apply all the knowledge and skills they have developed over the course. This project will be worth 30% of the final grade.

PREREQUISITE: Visual Arts, Grade 9 or 10, Open ​ GRADE: 11 (University/College) ​ AVAILABILITY: WIS Online

AWQ3M online enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work that may include drawing, painting, sculpting, and printmaking, as well as the creation of collage, multimedia works, and works using emerging technologies. Students will use the critical analysis process when evaluating their own work and the work of others. The course may be delivered as a comprehensive program or through a program focused on a particular art form (e.g., photography, video, computer graphics, information design). AWQ3M online will focus on photography.

UNIT ONE - Camera Basics & Camera Controls

Essential Question: What Camera is right for you & how do you manipulate it? What are your rights as a photographer? What are the Elements & Principles of design and how do they apply to photography?

• In this unit, students will look up cameras and learn about them. If the student already has a camera they will be using, they will research that camera and find out what it can do. Chances are that students may not know what every setting is for on their camera and what it does. This is a good opportunity to find out. Get out the owner’s manual, look it over, compare the camera with other cameras out there. Point and Shoot cameras are updated almost twice a year, so it doesn’t take long for them to add new features to the camera purchased.

UNIT TWO - Camera Techniques

Essential Question: What factors affect your camera’s ability to correctly focus? How do you capture correct exposure? How do you use Aperture to control light and depth of field? What is shutter speed and how is it used to capture blur movement and action shots?

• In this unit, students will explore different camera techniques. Students will learn about autofocus, exposure, aperture and blur movement. Students will practice taking action shots.

UNIT THREE - Photography as an Art

Essential Question: How do we critique photography and write about Art? How do we use Photoshop to create a Panorama and touch up photos?

• In this unit, students will explore the Art of Photography and discover how their creations are an outward projection of their inner state of being. Students will learn how to critique art, take panorama shots, and how to edit photos with photoshop. Explore, Experiment and Enjoy!

UNIT FOUR - Photographic Techniques

Essential Question: What is the importance of Light in Photography? What is ISO? How do you bracket to ensure proper exposure? How to photograph Line and Texture?

• In this unit, students will be presented with some very useful photography techniques and photo tutorials which will help them to experiment and capture optimal photographs to build their creative skill sets that may be applied in a broad variety creative fields.

UNIT FIVE - Photographic Styles of Interest

Essential Question: What are the photography genres and how do you classify them? What is a genre and what is a technique?

• In this unit, students will get the chance to study five different photography styles. Their task will be to pick two of the five styles provided to explore, experiment and photograph them.

CULMINATING PROJECT

30% of Final Grade

• This project is the final evaluation of AWQ3M online. Students’ work in this assignment will showcase all of what they have learned in this course. This project is worth 30% of the final grade.

PREREQUISITE: None ​ GRADE: 11 (University/College) ​ AVAILABILITY: WIS Online

BAF3M online introduces students to the fundamental principles and procedures of accounting. Students will develop financial analysis and decision-making skills that will assist them in future studies and/or career opportunities in business. In BAF3M online, students will acquire an understanding of accounting for a service and a merchandising business, computerized accounting, financial analysis, and ethics and current issues in accounting.

UNIT ONE - What is Accounting?

Essential Question: Who are the users of Accounting information?

• In this unit, students will be introduced to the fundamentals of Accounting. They will study how this applies to a person and a business. Accounting is the language of business. From the local corner store to the world’s largest corporation, businesses use accounting to organize, understand and communicate their financial position. Students who learn not only the fundamentals of accounting but also how to think and apply that knowledge will have the confidence to integrate accounting principles and practices into their work in a wide variety of careers.

UNIT TWO - Completing the Accounting Cycle

Essential Question: Why do companies complete an accounting cycle each fiscal cycle?

• In this unit, students will learn one of the fundamental principles of accounting; the double-entry bookkeeping system. This forms the basis for how transactions are recorded. Students will learn how to record business transactions in the ledger as well as taking a trial balance to verify that the transactions have been recorded correctly.

UNIT THREE - Accounting for Merchandising Companies

Essential Question: What is the purpose of using source documents?

• In this unit, students will be introduced to accounting for merchandising companies. There are significant differences that they will see compared to service businesses. For example, there are different items such as assets that need to be accounted for. There will be changes to income statement where Cost of goods sold is a significant aspect in coming up with the net income.

UNIT FOUR - Using QuickBooks for Accounting

Essential Question: How do computerized accounting systems help companies plan, allocate and organize resources?

• In this unit, students will learn how to navigate and use QuickBooks to perform a variety of accounting fundamentals for a Company. QuickBooks Online is a tool that is used to do a wide range of accounting fundamentals.

UNIT FIVE - Internal Control, Financial Analysis, and Decision Making

Essential Question: Why does a company need internal controls to ensure there is no fraud?

• In this unit, students will be introduced to looking at short ratio calculations that will help with analyzing how well a company is doing. This is necessary because ratios offer useful information for both internal and external users.

UNIT SIX - Careers in Accounting

Essential Question: What factors and skills need to be considered when pursuing a career in Accounting?

• In this unit, students will be looking into accounting career opportunities and various changes in the accounting industry.

CULMINATING PROJECT ​10% of Final Grade

• This project is one of the final evaluations of BAF3M online. This project will require students to use all the knowledge they have learnt in this course. It is worth 10% of the final grade.

FINAL EXAM - Proctored Exam

20% of Final Grade

• This exam is the final evaluation of BAF3M 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.

PREREQUISITE: Issues in Canadian Geography, Grade 9, Academic or Applied ​ GRADE: 11 (University/College) ​ AVAILABILITY: WIS Online

CGD3M online explores interrelationships between the land and people in a selected region as well as interconnections between this region and the rest of the world. Students will explore the region’s environmental, socio-economic, and cultural characteristics and will investigate issues related to natural resources, economic development and sustainability, population change, globalization, and quality of life. In CGD3M online, students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate a range of geographic issues in the region.

UNIT ONE - Overview of Geography and Regions

Essential Question: What are the five Themes of Geography and what exemplifies each theme?

• In this unit, students will have the opportunity to review the fundamentals of Geography and the interaction of People and their physical environment. Students will also review the five central themes of Geography. Students will learn about regions and how to define them, the difference between a formal & informal region as well as inter-regions.

UNIT TWO - Landscapes & Water

Essential Question: What are the implications of the dynamic relationship between the physical processes involved and water and the human implications?

• In this unit, students will have the opportunity to identify and recognize various physical landforms and waterways and examine the scope of the physical landforms and waterways throughout a region. Students will explore the dynamic relationships between Physical landforms and waterways and human activity and settlement. Students will also identify how Physical landforms and waterways exhibit a regional influence.

UNIT THREE - Climate

Essential Question: What are the characteristics that define a climate region, and where are the predominant climate zones?

• In this unit, students will have the opportunity to understand climate classifications and define their characteristics and identify characteristics that influence varying climates across a region. Students will identify resulting land cover and land use as a result of regional climate and interpret data and graphs to identify seasonal climate patterns. Students will apply climate analysis to Australia and its impact on population distribution, vegetation, and habitat.

UNIT FOUR - Natural Resources

Essential Question: Where can we find natural resources, and how does their development impact the population of a region?

• In this unit, students will have the opportunity to identify some of the major natural resources abundant in the region and analyze regional concentrations of where the resources are in abundance. Students will explore some of the regional development that has been influenced by natural resource development. Students will discover the diversity of natural resources in Nicaragua ranging from mineral resources to agricultural products.

UNIT FIVE - Economics

Essential Question: What dictates economic disparity among regions?

• In this unit, students will have the opportunity to will identify the fundamental concepts of regional economic development and analyze international trade, and global trade relationships. Students will examine regional and economic development areas of function and patterns of activity and identify the advantages to attract organizations and people to the region. Students will also explore the economic specialization and strength in Singapore.

UNIT SIX - Culture

Essential Question: What are the regional influences of culture and how are they portrayed throughout society?

• In this unit, students will have the opportunity to identify the numerous and various elements of culture and summarize their own culture and how it is influenced. Students will identify the symbolism of culture, and how culture is represented as well as examine the influences of culture from a historical, present, and future perspective. Students will explore the unique culture of Austria and the elements that shape the Austrian culture. Students will also explore the unique regions of Salzburg and explore the representations and influence of one of the World’s most distinct cultural regions.

UNIT SEVEN - Population and Demographics

Essential Question: How can data be utilized to identify regional trends and future implications?

• In this unit, students will have the opportunity to explore and interpret a variety of demographic features within a region and compare regional demographics. Students will use statistics and data to infer demographic trends and differentiate between population density and distribution. Students will also use graphical methods to display and summarize demographic information.

UNIT EIGHT - Politics

Essential Question: What are the categories of regional political structures and how do they impact their regional populations?

• In this unit, students will have the opportunity to understand the fundamentals of Political Geography. Students will identify the occurrences and impacts of colonialism and imperialism and explore the concept of Supranationalism and identify International Relations. Students will explore the function of Brussels, Belgium as a political capital, and a major global city, and political headquarters.

FINAL EXAM - Proctored Exam

30% of Final Grade

• This exam is the final evaluation of CGD3M 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.

PREREQUISITE: Issues in Canadian Geography, Grade 9, Academic or Applied ​ GRADE: 11 (University/College) ​ AVAILABILITY: WIS Online

In CGF3M online, students will explore physical processes related to the earth’s water, land, and air. They will investigate how these processes shape the planet’s natural characteristics and affect human systems, how they are involved in the creation of natural disasters, and how they influence the impacts of human disasters. Throughout CGF3M online, students will apply the concepts of geographic thinking and the geographic inquiry process and use spatial technologies to analyze these processes, make predictions related to natural disasters, and assess ways of responding to them.

UNIT ONE - Geography and Mapping Overview

Essential Question: How can spatial analysis tools such as GIS and Remote Sensing be used to analyze geographic processes?

• In this unit, students will have the opportunity to identify concepts and examples related to the five themes of Geography and utilize the Geographic Method for inquiry tasks. Students will learn to understand how Earth acts as an open and closed system and then apply geographic location and mapping techniques through the use of Geographic Information Systems.

UNIT TWO - Atmosphere

Essential Question: How does the atmosphere, as well as the dynamic relationship between the Earth and the Sun influence life processes throughout Earth?

• In this unit, students will focus on the atmosphere and will have the opportunity to understand the dynamic relationship between the Earth and the Sun and identify and analyze the properties of heat transfer and albedo. Students will learn to differentiate the functions and characteristics of different zones of the atmosphere and discover different controls impacting temperature.

UNIT THREE - Hydrosphere

Essential Question: How does the process of the hydrological cycle impact weather patterns?

• In this unit, students will focus on the hydrosphere with an emphasis on weather. Throughout the unit, students will have the opportunity to demonstrate the development of clouds and fog and identify the processes in which they form. Students will begin to understand the concepts and changes related to changes of state as it relates to condensation in the atmosphere and how that impacts weather. Students will analyze weather patterns utilizing weather maps and applying information related to weather systems. Students will also identify the processes related to the development of extreme weather, and the impact to the physical and human environment.

UNIT FOUR - Lithosphere

Essential Question: What are the implications and resulting landscapes from the processes of the Rock Cycle and Plate Tectonics?

• In this unit, students will focus on the building and development of the earth and its components. Throughout this unit, students will have the opportunity to gain an awareness of geologic time and geologic history and understand the processes involved in the creation and modification of rock types. Students will identify the dynamics of plate tectonics and the impact the process has on shaping landscapes and analyze the development of volcanoes and differentiate volcanic characteristics. Students will also analyze the conditions creating earthquakes, and the impact earthquakes have, as well as identifying the epicentre of an earthquake.

UNIT FIVE - Weathering and Erosion

Essential Question: How do global citizens play their role in reducing the impacts of natural disasters on human populations?

• In this unit, students will focus on the atmosphere and will have the opportunity to understand the dynamic relationship between the Earth and the Sun and identify and analyze the properties of heat transfer and albedo. Students will learn to differentiate the functions and characteristics of different zones of the atmosphere and discover different controls impacting temperature. They will also learn how to assess the role and effectiveness of various options for reducing impacts of natural disasters on human populations.

FINAL EXAM - Proctored Exam

30% of Final Grade

• This exam is the final evaluation of CGF3M 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.

PREREQUISITE: Issues in Canadian Geography, Grade 9, Academic or Applied ​ GRADE: 11 (Open) ​ AVAILABILITY: WIS Online

CGG3O online focuses on issues related to travel and tourism within and between various regions of the world. Students will investigate unique environmental, sociocultural, economic, and political characteristics of selected world regions. They will explore travel patterns and trends as well as tensions related to tourism and will predict future tourism destinations. In CGG3O online, students will apply the concepts of geographic thinking and the geographic inquiry process, including spatial technologies, to investigate the impact of the travel industry on natural environments and human communities.

UNIT ONE - The Dynamics of Travel

Essential Question: What are the travel trends, factors, and considerations related to the travel industry?

• In this unit, students will explore the most popular tourist destinations. They will look at different methods of travel and accommodation as well as tourism trends and the different types of tourism.

UNIT TWO - Caribbean (Climate Travel)

Essential Question: What are the motivators, de-motivators, and travel implications for the Caribbean region?

• In this unit, students will take a look at the Caribbean. They will learn about the role of climate in travel by examining the region’s unique climate patterns. Students will also study the physical landforms of the Caribbean, as well as its varied culture, and key travel destinations throughout the region.

UNIT THREE - Central and South America (Eco-Tourism)

Essential Question: What are the motivators, de-motivators, and travel implications for the Central and South American regions?

• In this unit, students will discover Central and South America. Students will explore the unique and varied travel experiences and identify the varying climate zones. Students will discover a variety of landscapes and unique ecosystems and examine the impact of eco-tourism. They will also explore some of the cultural expressions of the region.

UNIT FOUR - Europe (Cultural Destinations)

Essential Question: What are the motivators, de-motivators, and travel implications for the European region?

• In this unit, students will experience a European adventure. Students will discover a variety of travel experiences, the distinct climate zones and regional characteristics. They will also examine a variety of cultural experiences and various methods of European travel and accommodations.

UNIT FIVE - Africa (Wildlife Tourism)

Essential Question: What are the motivators, de-motivators, and travel implications for the African region?

• In this unit, students will learn about African travels, they will examine influential climate patterns and how climate impacts vegetation zones. Students will also look at how climate and vegetation create unique wildlife habitat as well as the distinct physical landforms and the implications of Wildlife tourism.

UNIT SIX - Asia

Essential Question: What are the motivators, de-motivators, and travel implications for the Asian region?

• In this unit, students will discover Asia, they will explore ancient civilization and cultural remnants. Students will look at the 4 distinct regions of Asia, regional tourism opportunities and a variety of physical landscapes.

UNIT SEVEN - Australia & New Zealand

Essential Question: What are the motivators, de-motivators, and travel implications for the Australian region?

• In this unit, students will explore Australia and New Zealand. They will examine very distinct climate and vegetation zones. Students will look at various cultural cities of entertainment and snorkelling at the Great Barrier Reef. Students will also look at the relationships between Native populations, tourism, and government.

FINAL EXAM - Proctored Exam

30% of Final Grade

• This exam is the final evaluation of CGG3O 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.

PREREQUISITE: Canadian History since World War I, Grade 10, Academic or Applied ​ GRADE: 11 (University) ​ AVAILABILITY: WIS Online

CHA3U online explores key aspects of the social, economic, and political development of the United States from pre-contact to the present. Students will examine the contributions of groups and individuals to the country’s evolution and will explore the historical context of key issues, trends, and events that have had an impact on the United States, its identity and culture, and its role in the global community. In CHA3U online, students will extend their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating various forces that helped shape American history.

UNIT ONE - Discovery & Settlement

Essential Question: How did the relationship between Native Americans and European settlers develop with the expansion of colonization? What persuaded colonists to move away from Britain to make a new life in the American colonies?

• In this unit, students will explore the initial discovery of the New World and the beginning of settlement. There are many different people and countries that were involved in this process, and they all had different impacts on the United States as we know it today.

UNIT TWO - Revolution

Essential Question: How did ongoing conflict with the British Empire generate American nationalism? What international relationships were forged and broken during the revolution?

• In this unit, students will explore the causes of the American Revolution, important historical figures involved and events that took place, as well as the aftermath and repercussions while forming an independent nation.

UNIT THREE - Civil War and Expansion

Essential Question: What were the short and long term effects of slavery? What impacts are still felt in modern American society from this time period?

• In this unit, students will explore the causes and significant battles of the Civil War, and the reconstruction required following the war.

UNIT FOUR - World Wars

Essential Question: Under what circumstances did the United States shift from practicing isolationism to becoming an integral power in foreign conflicts? How can we evaluate the ethics and deciding factors that led to the use of atomic bombs in warfare?

• In this unit, students will explore the United States’ involvement in World War One and World War Two, including the “between” years of the Roaring 20’s and the Great Depression.

UNIT FIVE - Cold War and Civil Rights

Essential Question: How did domestic and foreign conflicts inform social perspectives and political initiatives in the United States during the 1950s and 60s?

• In this unit, students will focus on American involvement in the Cold War and the rise of Communism, the Civil Rights Movement, and the Kennedy Years.

UNIT SIX - Modern America

Essential Question: How will the American government and its citizens be able to affect change and tackle issues such as social equality and threat of domestic and foreign terrorism?

• In this unit, students will explore Modern Day United States, evaluating issues the United States experienced in the 1990’s, International Terrorism, and current events.

FINAL EXAM - Proctored Exam

30% of Final Grade

• This exam is the final evaluation of CHA3U 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.

PREREQUISITE: Canadian History since World War I, Grade 10, Academic or Applied ​ GRADE: 11 (University/College) ​ AVAILABILITY: WIS Online

CIE3M online explores challenges facing the Canadian economy as well as the implications of various responses to these challenges. Students will explore the economic role of business, labour, and government, as well as their own role as individual consumers and contributors, and how all of these influence stability and variability in the Canadian economy. In CIE3M online, students will apply the concepts of economic thinking and the economic inquiry process, including economic models, to investigate the impact of economic decisions.

UNIT ONE - Introduction to Economics

Essential Question: Why is there economic inequality in Canada? How is it addressed?

• In this unit, students will be introduced to the study of economics. Students will begin exploring economic inquiry and economic thinking in investigating current economic issues in Canada. Students will explore economic decision making and concepts of scarcity and choice including models that can be used to evaluate these choices. In addition, they will begin to explore the role of government and political entities in making economic decisions.

UNIT TWO - The Canadian Labour Market

Essential Question: What impact do people's short and long term financial goals have on their economic decisions?

• In this unit, students will explore the market systems, organized and unorganized workers in Canada, employment patterns and trends, and causes and measures of economic inequality in Canada. Students will continue to develop transferable skills and continue to develop economic thinking as it applies to current issues of labour and employment in Canada.

UNIT THREE - Financial Management and Business Organization

Essential Question: How do different stakeholders in Canada respond to issues related to scarcity?

• In this unit, students will explore and expand upon political and economic systems that were addressed in Unit 1. Students will also gain an opportunity to integrate personal financial decision-making into existing understandings of economic decision making. In addition, students will explore the role of cost-benefit analyses into personal financial decisions.

UNIT FOUR - Economic Stability in Canada

Essential Question: What are the employment patterns in Canada?

• In this unit, students will explore how producers and consumers participate in the Canadian economy and ways that governments affect this participation. They will explore how the governments in Canada intervene in the economy and explain the roles, perspectives and influence of various economic citizens in Canada.

UNIT FIVE - Canada and the Global Economy

Essential Question: What factors influence business decisions in Canada?

• In this unit, students will explore the role of perspectives on scarcity and sustainability and assess their significance in Canada. Students will also weigh the trade-offs in decision making for governments and explore the criteria these governments use. Students will apply their new learning to current issues in economics and assess the impact of globalization including international trade and investment on the Canadian economy.

FINAL EXAM - Proctored Exam

30% of Final Grade

• This exam is the final evaluation of CIE3M 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.

PREREQUISITE: Canadian History since World War I, Grade 10, Academic or Applied ​ GRADE: 11 (University/College) ​ AVAILABILITY: WIS Online

CLU3M online explores Canadian law, with a focus on legal issues that are relevant to the lives of people in Canada. Students will gain an understanding of rights and freedoms in Canada, our legal system, and family, contract, employment, tort, and criminal law. In CLU3M online, students will use case studies and apply the concepts of legal thinking and the legal inquiry process to develop legal reasoning skills and to formulate and communicate informed interpretations of legal issues, and they will develop the ability to advocate for new laws.

UNIT ONE - Legal Heritage

Essential Question: What societies have shaped Canadian legal institutions?

• In this unit, students will develop an understanding of what law is and why societies have laws. An examination of the historical roots of Canadian law assists students to develop an understanding of the Canadian legal system. Students will examine the role of government, its agencies, and the courts in making, changing, or interpreting the law. Throughout the unit, students will incorporate many of the methods of legal inquiry.

UNIT TWO - Criminal Law

Essential Question: How has Canadian criminal law been influenced by the past? What defines a crime?

• In this unit, students are introduced to the main concepts of criminal law in Canada. Students will first examine specific terms that govern both the existence and classification of crime. They will then apply some of those understandings to the study of youth crime and how Canadian society deals with this issue. Students will look at the investigation of crime and the role of police in investigation and arrest. An examination of the courts and trial process gives students a deeper understanding of the adversarial system and the roles of various officials and citizens in the court. Students will look at the decision-making process involved in sentencing criminals to prison, and the rights of victims in these situations.

UNIT THREE - Civil and Contract Law

Essential Question: What has influenced the development of civil law? How does civil law shape our society?

• In this unit, students will study the structure of the Canadian private law system. The unit is divided into four areas of concentration. The sub-topics within the unit are organized in a manner that builds upon the understanding of the differences between criminal and civil law, which leads to an examination of how the processes, legal institutions, and methods involved in bringing a civil dispute to trial operate. This leads to an examination of how the law applies to family matters. Finally, students will analyze the role of law as it applies to contractual obligations, torts, and claims for compensation for personal loss. Students will continue to expand their skills of legal inquiry in this unit. This unit offers students an excellent opportunity to further develop research skills in the analysis and interpretation of data related to private and civil law.

UNIT FOUR - Family Law

Essential Question: What constitutes family law? How does society shape family law? How has family law evolved?

• In this unit, students will examine family law in Canada and Ontario. The unit looks at the entire process of family law: common law relationships, marriages, marital breakdown, and the concerns of children within the family unit. Students will also further develop their understanding of the differences between public and private law; they will also see how family law and straddle both public and private law, especially when it comes to issues surrounding children. Students will analyze how to apply various laws and pieces of legislation to specific situations and see how different organizations operate within the sphere of family law. This unit offers students an opportunity to further develop their research, communication and presentation skills.

FINAL EXAM - Proctored Exam

30% of Final Grade

• This exam is the final evaluation of CLU3M 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.

PREREQUISITE: English, Grade 10, Academic ​ GRADE: 11 (University) ​ AVAILABILITY: WIS Online

ENG3U online emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyze challenging literary texts from various periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on using language with precision and clarity and incorporating stylistic devices appropriately and effectively. ENG3U online is intended to prepare students for the compulsory grade 12 university or college preparation course.

UNIT ONE - Short Stories and Non Fiction

Essential Question: How do literary elements contribute to written works?

• In this unit, students will be introduced to the major terms and concepts that will build the foundation for this course. Within the unit, students will be examining a variety of short stories and non-fiction pieces using a variety of mediums and media styles.

UNIT TWO - Novel Study: The Catcher in the Rye

Essential Question: How do we use context clues to determine or clarify meaning?

• In this unit, students will examine J.D. Salinger’s The Catcher in the Rye. Students will focus on theme, character development and point of view. Though the novel was written seventy years ago, the messages and issues are still extremely relevant. Students will explore issues and challenges the protagonist faces, including family relationships, personal faith and the death of loved ones. Students will also learn about formal essay writing and apply this knowledge in a working essay submission.

UNIT THREE - Elizabethan Drama: Macbeth

Essential Question: What is the definition of a tragic hero?

• In this unit, students will examine William Shakespeare’s Macbeth. They will explore the definition of a tragic hero, different types of conflict and the dramatic purpose of a scene. While studying these elements, students will continue to work on literary analysis, oral communication and presentation skills.

UNIT FOUR - Contemporary Novel: A Complicated Kindness

Essential Question: What can the experiences of others teach us about ourselves?

• In this unit, students will be working with the winner of the Governor General’s award, A Complicated Kindness written by Miriam Toews. This Canadian novel explores the life of Mennonite teenager Nomi Nickel while she struggles to find her place in life. This is an Independent Study. As students read the novel, they will be expected to compile annotated notes. They will be expected to explore the novel’s plot, themes, conflicts and symbolic elements while they continue to develop their written and oral communication skills through the included assessments.

FINAL EXAM - Proctored Exam

30% of Final Grade

• This exam is the final evaluation of ENG3U 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.

PREREQUISITE: Core French, Grade 10, Academic ​ GRADE: 11 (University) ​ AVAILABILITY: WIS Online

FSF3U online offers students extended opportunities to speak and interact in real-life situations in French with greater independence. Students will develop their creative and critical thinking skills through responding to and exploring a variety of oral and written texts. In FSF3U online, students will continue to broaden their understanding and appreciation of diverse French-speaking communities and to develop the skills necessary for life-long language learning.

UNIT ONE - Les Journaux français

Essential Question: How can we use effective strategies to comprehend a variety of texts? How does the learning of grammar structures aid our understanding of a second language?

• Cette unité se concentre sur les journaux et la compréhension de lecture. On va réviser le présent, le futur, le passé composé, et l’imparfait et apprendre de nouveaux mots de vocabulaire. On va discuter des stratégies pour la compréhension de lecture et on va pratiquer ces stratégies.

• In this unit, students will focus on newspapers and reading comprehension. Students will revise the present, the future, the past and the imperfect grammar tenses and learn new vocabulary words. Students will look at reading comprehension strategies put these skills into practice.

UNIT TWO - Poésie

Essential Question: How can texts like poetry help use develop speaking skills? What is the role of poetry in French culture?

• Cette unité se concentre sur la poésie française et le français oral. Nous allons pratiquer la bonne prononciation des consonnes et voyelles. Nous lirons la poésie française et discuterons de différents poètes bien connus.

• In this unit, students will focus on French poetry and oral communication. Students will analyze famous French poems and poets and explore the poetry form and said authors use these techniques to express their thoughts and emotions. Students will also practice the correct pronunciation of consonants and vowels.

UNIT THREE - Autour du monde

Essential Question: What does it mean to be a French speaker around the worl

• Cette unité se concentre sur la communauté française autour du monde. Nous allons apprendre comment conjuguer le futur antérieur, le conditionnel et le plus-que-parfait. Nous allons aussi apprendre comment utiliser les bonnes prépositions.

• In this unit, students will focus on the French community around the world. Students will learn how to conjugate important French tenses that will allow them to communicate their ideas and thoughts regarding global French culture and language. Students will also learn how to use the prepositions correctly.

UNIT FOUR - La Musique française

Essential Question: How can oral texts like poetry and music aid our understanding of a second language?

• Cette unité se concentre sur la musique française et la culture française reliée à la musique. Nous allons apprendre comment utiliser les différents pronoms et apprendre de nouveaux mots de vocabulaire. Nous discuterons des différences entre le langage soutenu et l’argot.

• In this unit, students focus on French music and how it reflects French culture. Students will learn how to use the different pronouns, in addition to learning new vocabulary words. Students will also discuss the differences between traditional and colloquial language.

UNIT FIVE - Écrivains

Essential Question: What is the role of fables, folk tales, and fairy tales in French culture? How does the reading of authentic texts aid in our learning of a second language?

• Cette unité se concentre sur les histoires françaises. Nous allons lire différentes fables et contes folkloriques et discuter des différences entre les deux genres. Nous allons apprendre comment identifier le passé simple.

• In this unit, students will focus on French stories. Students will read different fables and folklores and discuss the differences between the two genres. Students will also learn how to identify the simple past tense within their studied texts.

FINAL EXAM - Proctored Exam

30% of Final Grade

• This exam is the final evaluation of FSF3U 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.

PREREQUISITE: None ​ GRADE: 11 (University/College) ​ AVAILABILITY: WIS Online

HRT3M online provides students with opportunities to explore various world religions and belief traditions. Students will develop knowledge of the terms and concepts relevant to this area of study, will examine the ways in which religions and belief traditions meet various human needs, and will learn about the relationship between belief and action. In HRT3M online, students will examine sacred writings and teachings, consider how concepts of time and place influence different religions and belief traditions, and develop research and inquiry skills related to the study of human expressions of belief.

UNIT ONE - Why Religion?

Essential Question: What role does religion play in our lives?

• In this unit, students will dig right into the why and how of religion in their modern lives. Students will familiarize themselves with some basic methodology for studying World Religions and some religious terminology. Students will also seek to learn why humans have religious beliefs, what questions religion seeks to answer and the basic differences between a scientific worldview and a religious one.

UNIT TWO - Religion, Cult and Culture

Essential Question: What are components of a religion? How does religion differ from a cult?

• In this unit, students will continue their introduction to the vast process that is studying religion. Students will look at the different classifications/types of religious belief, the difference between religion and cults, the interaction between religion and culture, and the organization the units of study that explores the individual religions they will look at in this course.

UNIT THREE - Hinduism

Essential Question: What are the main beliefs and practices of Hinduism? What makes a place sacred?

• In this unit, students will begin to explore one the oldest religions in the world, Hinduism. Students will learn about how Hinduism and its origins serve as the basis for many eastern religions, and how the connections between ancient ideas can have strong connections to modern ideas and existence. Students will also begin their experiential learning assignment Sacred Spaces.

UNIT FOUR - Buddhism

Essential Question: What are the main beliefs and practices of Buddhism? How do religion share roots in their practices?

• In this unit, students will explore the Buddhist religion, noting it’s rich history and unique concepts about suffering and enlightenment, as well as its similarities and differences to Hinduism.

UNIT FIVE - Judaism

Essential Question: What are the main beliefs and practices of Judaism? What is the significance of the Holocaust?

• In this unit, students will learn about the Jewish faith. Judaism is oldest monotheistic religion and the root of all the Western Religions.

UNIT SIX - Christianity

Essential Question: What are the main beliefs and practices of Christianity?

• In this unit, students will get a crash course in Christianity. As one of the most influential and far-reaching religions in the western world with approximately 2.1 billion followers, students will explore how its impacts cultural development, as well as how it has evolved over time.

UNIT SEVEN - Islam

Essential Question: What are the main beliefs and practices of Islam?

• In this unit, students will begin looking at the Islamic faith. Islam traces its roots back to Abraham, the Patriarch of Judaism, thus sharing a belief in the same God as Christians and Jews, and is the fastest growing world religion.

UNIT EIGHT - Sikhism

Essential Question: What are the main beliefs and practices of Sikhism?

• In this unit, students will have the opportunity to explore Sikhism using the skills and knowledge they have already acquired learning about other world religions throughout this course. Sikhism is the newest of the world religions students will be studying. It emerged in the Punjab which now falls into the present-day states of India and Pakistan. As such elements of Hinduism and Islam can be seen within this unique faith that blends Eastern and Western faith traditions.

UNIT NINE - Aboriginal Spiritualities

Essential Question: What are the main beliefs and practices in Aboriginal Spiritualities?

• In this unit, students will look at some of the aspects of Native/Aboriginal Spirituality as part of the rich history of Canadian. This faith tradition falls into the “Balance Tradition” category which aims to maintain balance and connectedness within themselves, their communities and the natural world.

FINAL EXAM - Proctored Exam

30% of Final Grade

• This exam is the final evaluation of HRT3M 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.

PREREQUISITE: None ​ GRADE: 11 (University/College) ​ AVAILABILITY: WIS Online

HSG3M online enables students to explore the social construction of gender. Students will learn about the dynamic nature of gender roles and norms; sexism and power relations; and the impact of representations of women and men in the media, popular culture, and the arts. Students will analyze a range of gender equity issues, including gender-based violence and workplace equity, in both Canadian and global contexts. In HSG3M online, students will develop and apply research skills and will design and implement a social action initiative relating to gender equity.

UNIT ONE - The Construction of Gender

Essential Question: What does the term "gender" really mean? How is gender affected by our social interactions? How does media influence our ideas about gender?

• In this unit, students will explore the notion of gender as a construction, as something that is taught and learned, and can, therefore, be changed, instead of something intrinsic and fixed that they are born with. The goal of the work in this unit is to familiarize themselves with important terms and concepts required to discuss gender and its personal, social, and political implications, as well as give students an opportunity to begin to examine how gender plays a role in their own life.

UNIT TWO - Power and Relationships

Essential Question: What kind of social power do men and women hold? How are power and violence linked? How can we use power responsibly?

• In this unit, students will learn what power means in social relationships and consider examining their own personal power. Students will learn about the connections between power, gender, and violence, and think about how gender-based violence can be prevented both at home and abroad.

UNIT THREE - Gender Rights and Challenges

Essential Question: What kind of gender-related rights do we have? How can I conduct social science research?

• In this unit, students should keep in mind this important observation by Nelson Mandela, “To deny people their human rights is to challenge their very humanity”. Students will explore the laws and organizations that work to educate and protect human rights in Canada and around the world. Throughout these lessons, students will learn about issues that affect them now, either at home or at school, as well as important topics that they will encounter later in life through work, education, and relationships.

UNIT FOUR - Social Action and You

Essential Question: What do I think about gender? What am I willing to do to work for gender rights?

• In this unit, students will challenge themselves to question ideas and practices as they learn about social justice initiatives around the world. Students will also consider how they can have an impact on the way they consider gender in their daily lives. In addition to exploring the work of others, students will have the opportunity to focus their learning on a topic of personal interest using all the skills they have learned throughout the course.

FINAL EXAM - Proctored Exam

30% of Final Grade

• This exam is the final evaluation of HSG3M 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.

PREREQUISITE: The Grade 10 academic course in English, or the Grade 10 academic history course (Canadian and world studies) ​ GRADE: 11 (University) ​ AVAILABILITY: WIS Online

HSP3U online provides students with opportunities to think critically about theories, questions, and issues related to anthropology, psychology, and sociology. Students will develop an understanding of the approaches and research methods used by social scientists. In HSP3U online, students will be given opportunities to explore theories from a variety of perspectives, to conduct social science, and to become familiar with current thinking on a range of issues within the three disciplines.

UNIT ONE - Self and Others

Essential Question: What are the foundations of the social sciences, and how can we apply them in our lives?

• In this unit, students will learn about their relation to others around themselves. Students will learn about the basics of anthropology, psychology, and sociology, as well as the pioneer social scientists from each field.

UNIT TWO - Social Structures

Essential Question: How do social structures in Canadian society run? How do they support those with mental disorders?

• In unit two, students will learn about the social structures in their lives as well as more specific concepts related to the ‘psychology’ portion of the course. Students will also begin to think about the ISU and topics they wish to survey their peers about in their independent study.

UNIT THREE - Social Organizations

Essential Question: How does the process of socialization affect humans at various points in one's life? To what extent does socialization affect the social organizations around us?

• In this unit, students will learn about social organizations affecting them. Students will focus more on anthropology and sociology and make connections between the course and various social organizations around us. Students will conclude the ISU research report.

FINAL EXAM - Proctored Exam

30% of Final Grade

• This exam is the final evaluation of HSP3U 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.

PREREQUISITE: None ​ GRADE: 11 (University) ​ AVAILABILITY: WIS Online

ICS3U online introduces students to computer science. Students will design software independently and as part of a team, using industry-standard programming tools and applying the software development life-cycle model. They will also write and use subprograms within computer programs. Students will develop creative solutions for various types of problems as their understanding of the computing environment grows. In ICS3U online, students will also explore environmental and ergonomic issues, emerging research in computer science, and global career trends in computer-related fields.

UNIT ONE - Computer Systems

Essential Question: How do the different components of a computer interact to enable the programming of computer software?​

• In this unit, students will learn about different types of computer hardware and how computer software interacts with that hardware.

UNIT TWO - Solving Problems Using Math Algorithms

Essential Question: How do we create mathematical algorithms to solve problems with a computer programming language?

• In this unit, students will learn about how to solve simple problems by collecting, manipulating, and outputting data using a computer programming language.

UNIT THREE - Solving Problems Using Control Structures

Essential Question: How do we get software to change the flow of control in an algorithm?

• In this unit, students will learn how to use selection structures to make programs make decisions, and repetition structures to make programs execute code multiple times.

UNIT FOUR - Solving Problems Using List Structures

Essential Question: How can we efficiently store and manipulate large amounts of data within computer software?

• In this unit, students will learn how to use lists and arrays to store, organize, process, and output large amounts of data.

UNIT FIVE - Solving Problems Using Modular Programming

Essential Question: How do we take complex computer science problems and break them down into small manageable tasks?

• In this unit, students will learn how to use top-down problem-solving methods and write functions in a computer programming language.

UNIT SIX - Trends in Computer Science

Essential Question: What types of careers and emerging technologies exist in the field of computer science?

• In this unit, students will learn about computer programming related careers, be introduced to the field of artificial intelligence, and examine the environmental impact of computer technology.

CULMINATING PROJECT

15% of Final Grade

• This project is one of the final evaluations of ICS3U online. This project will challenge students to use all the concepts they have learned throughout this course and is worth 15% of the final grade.

FINAL EXAM - Proctored Exam

15% of Final Grade

• This exam is the final evaluation of ICS3U 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.

PREREQUISITE: None ​ GRADE: 10 (Open) ​ AVAILABILITY: WIS Online

CREDIT CROSSOVER: Although Interdisciplinary Studies courses focus on different subject matter, the IDC3O course code can only count as one credit on a student’s transcript, even if multiple IDC3O courses are taken. For example, a student that has completed IDC3O – Athletics and IDC3O – Data Literacy will only earn one credit in total on their final transcript. Each course (along with the final grade) will show, however, a credit value of zero will be applied to the second IDC3O course. ​ IDC3O online will provide students with an understanding of how to make connections among diverse subjects and disciplines. Students will leave the course with a deep understanding of research and inquiry as it applies to athletics in the past, present, and future. IDC3O online is meant to be highly applicable to the student’s current life as an athlete, and as such, contains assignments and projects that encourage them to apply the information in a personal and relevant context. Students will study athletics in terms of physiology, history, training strategies, and careers.

UNIT ONE - The Athlete's Body

Essential Question: How are anatomy, nutrition, and sports injuries related to the wellness and balance of an athlete?

• In this unit, students will examine the complicated and sophisticated human body so that they can understand the basics of how the body works. Students will become capable of targeting their training in order to gain a strong, healthy, active body which athletes require to compete.

UNIT TWO - History Of Athletics

Essential Question: What is the history of an Athlete and the Olympic Games?

• In this unit, students will focus on the History of Athletics. Each lesson will explore a different part of history as it relates to how athletics, the athlete and sport have developed over time.

UNIT THREE - Effective Training

Essential Question: How is Training different from Exercise? How are sports enhanced with Technology?

• In this unit, students will focus on effective training strategies and methods. Each lesson will explore the various elements to consider when creating a training plan. Students will also consider a variety of training methods that could change and enhance training methods.

UNIT FOUR - Careers in Athletics

Essential Question: How are Employment, Coaching, and Leadership related to Athletics?

• In this unit, students will focus on some of the career opportunities that exist within athletics. Each lesson will explore the various options that exist for athletes to continue in athletics.

CULMINATING PROJECT ​30% of Final Grade

• This project is the final evaluation of IDC3O online. This project will be divided into 3 parts, each worth 10% for a total of 30% of the final grade.

PREREQUISITE: None ​ GRADE: 11 (Open) ​ AVAILABILITY: WIS Online

CREDIT CROSSOVER: Although Interdisciplinary Studies (IDC3O) courses focus on different subject matter, the IDC3O course code can only count as one credit on a student’s transcript, even if multiple IDC3O courses are taken. For example, a student that has completed IDC3O – Athletics and IDC3O – Data Literacy will only earn one credit in total on their final transcript. Each IDC3O course (along with the final grade) will show, however, a credit value of zero will be applied to the second IDC3O course. ​ IDC3O – Data Literacy will help students combine the skills required for and knowledge of different subjects and disciplines to solve problems, make decisions, create personal meaning, and present findings beyond the scope of a single subject or discipline. Through individual and collaborative inquiry and research, students will analyze the connections among diverse subjects and disciplines; develop information literacy skills in analyzing, selecting, evaluating, and communicating information; and become aware of a variety of resources and viewpoints on contemporary issues. They will also examine their own learning styles, relate their inquiries and research to real-life situations, and investigate career opportunities in new disciplines.

UNIT ONE - Computational Thinking

Essential Question: Why is learning Computational Thinking skills essential for future careers?

• In this unit, students will discover the purpose of understanding Flowcharts and how they are the foundation pieces for preparing to program. Students will be challenged with several assignments and are expected to use information found on reliable sources on the Internet to complete all assignments.

UNIT TWO - Learning Python

Essential Question: How useful is learning Python in my career as a student?

• In this unit, students will learn how to program using Python. By installing a free Editor they will practice and test their programs prior to submitting. This will be a challenging unit with a heavy emphasis placed on self-guided learning using provided Ninja Links for extended learning.

UNIT THREE - Working with Data Files

Essential Question: How are critical global decisions made by people who manipulate data?

• In this unit, the ideas and concepts about the new and upcoming field of Data Literacy (DL) are explored and investigated. Students are provided with opportunities to use real data files to their programming skills. An understanding of why this is an important field of study in many disciplines should become clear in this unit.

UNIT FOUR - Data in a Global Society

Essential Question: What are we doing with Data in the world today?

• In this unit, learning is further extended to a global level and discoveries are made as to how this impacts a global society. There are many global incidents that allow students to expand on their knowledge of how these concepts could influence day to day operations of major economic and social forces in our world.

UNIT FIVE - Data and Careers

Essential Question: How can we stay on top of all the changes in today's careers?

• In this unit, students discover why the saying, “My job did not exist five years ago!”, will be a reality in their world once they start researching careers. This unit should motivate students to critically consider the range of options they will have for careers in the next 5 years and how lucky they are having such a range of options.

CULMINATING PROJECT​

30% of Final Grade

• This project is the final evaluation of IDC3O Data Literacy online. This project will be worth a total of 30% of the final grade.

PREREQUISITE: None ​ GRADE: 11 (University/College) ​ AVAILABILITY: WIS Online

TGI3M online examines communications technology from a media perspective. Students will develop knowledge and skills as they design and produce media projects in the areas of live, recorded, and/or graphic communications. These areas may include TV, video, and movie production; radio and audio production; print and graphic communications; photography; digital imaging; broadcast journalism; and interactive new media. Students will also develop an awareness of related environmental and societal issues and will explore college and university programs and career opportunities in the various communications technology fields. TGI3M online emphasizes interactive media and in this case will focus on animation history, concepts, and development. Students will develop specific skills in 2D animation using Adobe Flash CC. Students will explore the many roles you can play in the development of animated shorts and in the culminating performance task will produce a full animated short film. TGI3M online will prepare students for participation in any school, district or provincial Skills Canada competition in 2D animation.

UNIT ONE - What is Animation?

Essential Question: How is traditional animation relevant in today's’ computer-aided arts?

• In this unit, students will gain an understanding of the key concepts in 2D animation. Students will be covering the history of animation, flipbooks and Nickelodeons, claymation and paper puppets, traditional animation, digital animation and common concepts used in 2D animation production.

UNIT TWO - Character Design

Essential Question: What makes a character appealing?

• In this unit, students will develop an Animated Character. This character will be the one students use in their final culminating animated film. Students should read through each of the sections carefully and view all the links to get a better idea of who their character is going to be and what characteristics they want he/she/it to have.

UNIT THREE - Telling a Visual Story

Essential Question: What are the important qualities of a good story?

• In this unit, students will develop an understanding of visual storytelling. As students will learn, the real key to any animation is a story. Understanding how to use shot types, camera angles and movements to enhance the storytelling is key to making students a great animator.

UNIT FOUR - Learning Adobe Flash CC

Essential Question: What makes a short film engaging?

• In this unit, students will develop their skills in the use of Adobe Animate or Flash. Adobe software has been one of the industry leaders in the development of 2D animation and because it’s linked to other related applications such as Photoshop and Illustrator, it is the logical choice to learn on the road to becoming an animator.

• Essential Question: What makes a short film engaging?

• In this unit, students will develop their skills in the use of Adobe Animate or Flash. Adobe software has been one of the industry leaders in the development of 2D animation and because it’s linked to other related applications such as Photoshop and Illustrator, it is the logical choice to learn on the road to becoming an animator.

UNIT FIVE - Careers in Animation

Essential Question: Why are there so many different career paths open to those with animation skills

• In this unit, students will develop an understanding of the different roles they can play in the field of animation. In addition, it will allow students to investigate post-secondary options that would lead them to a successful career. As well, it will allow students to show their media presentation capabilities through a selected medium.

CULMINATING PROJECT

30% of Final Grade

• This project is the final evaluation of TGI3M online. This project will challenge students to use the knowledge and skills gained throughout this course and is worth 30% of the final grade.

PREREQUISITE: Principles of Mathematics, Grade 10, Academic ​ GRADE: 11 (University) ​ AVAILABILITY: WIS Online

MCR3U online introduces the mathematical concept of the function by extending students’ experiences with linear and quadratic relations. Students will investigate properties of discrete and continuous functions, including trigonometric and exponential functions; represent functions numerically, algebraically, and graphically; solve problems involving applications of functions, and develop facility in simplifying polynomial and rational expressions. In MCR3U online, students will reason mathematically and communicate their thinking as they solve multi-step problems.

UNIT ONE - Algebraic Tools

Essential Question: How can we decide when certain problem-solving strategies should be used over others?

• In this unit, students will begin with a few review lessons to activate previous understanding of basic algebraic tools. They will then develop new algebraic skills that build off of these previous understandings.

UNIT TWO - Introduction to Functions

Essential Question: How can observed patterns be used to make predictions about unknown quantities?

• In this unit, students will build on the algebraic skills they developed in the previous unit. Students will learn concepts such as domain and range, transformations of basic functions, and inverse functions. Most of these concepts are considered foundational skills that will be developed further throughout this course. This unit will also introduce new notation that uses the concept of the function.

UNIT THREE - Exponential Functions

Essential Question: What are the implications of using models to make predictions? Is it possible to have a model that is entirely accurate?

• In this unit, students will identify specific characteristics of exponential functions that can be observed both graphically and in their equations and apply familiar transformations to the graphs of exponential functions. Students will solve exponential equations using algebraic strategies and exponent laws. Students will also analyze and solve real-world scenarios and problems using exponential functions.

UNIT FOUR - Trigonometry

Essential Question: What are the limitations of using models to make predictions?

• In this unit, students will be reintroduced to the familiar concepts of SOH CAH TOA, Sine law and Cosine law. Students will build on them, leading to an introduction of trigonometric functions. By the end of this unit, students will have an understanding of trigonometric functions and how they can be used to model phenomenon such as the swinging of a pendulum.

UNIT FIVE - Sequences and Series

Essential Question: How can observed patterns be summarized in order to make informed predictions?

• In this unit, students are introduced to a new type of function: the discrete function. In this course, discrete functions will take the form of sequences and series. A sequence is a list of numbers with some discernible pattern. Think back to your early studies of mathematics. You may recall problems that would present you with a list of numbers and it was your job to determine the pattern and maybe even predict the next three terms in the sequence. This unit will involve building on students knowledge of sequences like these, but they will be modelling them using functions that allow them to predict any term in the sequence.

UNIT SIX - Financial Applications

Essential Question: Can and should mathematical problem-solving strategies be used to make real-world decisions?

• In this unit, students will connect and apply topics of study throughout the course to the concept of finance. The question every math teacher gets at least once per lesson is “when are we ever going to use this!?” The good news is this unit contains real-life applications of most concepts from this course! This unit will apply the knowledge students obtained from the following units: Algebraic Tools, Introduction to Functions and Exponential Functions.

CULMINATING PROJECT ​10% of Final Grade

• This project is one of the final evaluations of MCR3U online. This project will challenge students to use their knowledge of concepts learned throughout the course. This culminating project is worth 10% of the final grade.

FINAL EXAM - Proctored Exam

20% of Final Grade

• This exam is the final evaluation of MCR3U 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.

PREREQUISITE: Principles of Mathematics, Grade 10, Academic, or Foundations of Mathematics, Grade 10, Applied GRADE: 11 (University/College) ​ AVAILABILITY: WIS Online

MCF3M online introduces basic features of the function by extending students’ experiences with quadratic relations. It focuses on quadratic, trigonometric, and exponential functions and their use in modelling real-world situations. Students will represent functions numerically, graphically, and algebraically; simplify expressions; solve equations, and solve problems relating to applications. In MCF3M online, students will reason mathematically and communicate their thinking as they solve multi-step problems.

UNIT ONE - Introduction to Functions

Essential Question: How can observed patterns be used to make predictions about unknown quantities?

• In this unit, students will be introduced to functions. Students will analyze the existence of functions, be introduced to function notation and students will graph various types of functions.

UNIT TWO - Quadratic Relations

Essential Question: How can models be used to make predictions in real-world scenarios?

• In this unit, students will be investigating ways to solve quadratic equations, determine the number of solutions to a quadratic equation, and identify information about a quadratic relation by studying their various forms.

UNIT THREE - Solving Quadratic Equations

Essential Question: How can we decide when certain problem-solving strategies should be used over others?

• In this unit, students will develop the skills necessary to analyze quadratic functions and relate their findings to real-world contexts. Quadratics are powerful relationships that can be used to understand a variety of real-world phenomena.

UNIT FOUR - Trigonometry

Essential Question: How do effective problem-solvers approach problems that involve multiple steps?

• In this unit, students will be reintroduced to SOH CAH TOA, Sine law, and Cosine law and build on them. Students will explore angles and side lengths right angle properties as well as apply the sine and cosine law to solve various real-life applications.

UNIT FIVE - Trigonometric Functions

Essential Question: What are the implications of using models to make predictions? Is it possible to have a model that is entirely accurate?

• In this unit, students will gain an understanding of trigonometric functions and how they can be used to model phenomenon such as the swinging of a pendulum.

UNIT SIX - Exponential Functions

Essential Question: What are the implications of using models to make predictions? Is it possible to have a model that is entirely accurate?

• In this unit, students will build on the understanding of basic functions they developed in previous units, extending it to develop an understanding of the key characteristics of exponential functions.

UNIT SEVEN - Financial Applications

Essential Question: Can and should mathematical problem-solving strategies be used to make real-world decisions?

• In this unit, students will connect and apply topics of study throughout the course to the concept of finance. The question every math teacher gets at least once per lesson is “when are we ever going to use this!?” The good news is this unit contains real-life applications of most concepts from this course! This unit will apply the knowledge students obtained from the following units: Algebraic Tools, Introduction to Functions and Exponential Functions.

FINAL EXAM - Proctored Exam

30% of Final Grade

• This exam is the final evaluation of MCF3M 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.

PREREQUISITE: Grade 10 First Nations, Métis, and Inuit in Canada, Open, or Grade 10 Canadian History since World War I, Academic or Applied ​ GRADE: 11 (University/College) ​ AVAILABILITY: WIS Online

Learning to understand and appreciate diverse cultural perspectives, and to recognize that different cultures experience different realities, is an important aspect of becoming an engaged, thoughtful citizen in our increasingly interconnected world. NDA3M online provides students with an overview of the realities facing contemporary First Nations, Métis, and Inuit at the community, regional, and national levels, and of the global context for those experiences. Students are given opportunities to analyze diverse First Nations, Métis, and Inuit perspectives on issues and events related to land, community, governance, identity, culture, and global trends. Through their investigations, students learn to determine what needs to change and why. Their exploration of the factors shaping social action, and of Indigenous approaches to leadership and governance, help students appreciate the resiliency and persistence of First Nations, Métis, and Inuit cultures and identities in contemporary life, as well as the contribution that these cultures make to contemporary Canadian society.

UNIT ONE - Political Inquiry and Skill Development

Essential Question: How can you become a critical political thinker in issues related to Indigenous peoples in Canada?

• In this unit, students will cover the political inquiry process and concepts of political thinking when investigating contemporary issues, events, and development relating to Indigenous peoples in Canada. Students will use the skills developed in this unit for their investigations into contemporary Indigenous realities and perspectives in Canada. By the end of this unit students will be able to identify careers where knowledge of Indigenous issues and these skills may be an asset.

UNIT TWO - Cultural Identity and Cultural Continuity

Essential Question: What shaped the Indigenous identities in Canada?

• In this unit, students learn the importance of cultural revitalization as they explore the influences of colonialism, racism, stereotyping, and cultural leadership on cultural identity and cultural continuity.

UNIT THREE - Sovereignty, Self-Governance and Community

Essential Question: What are the traditional First Nations, Métis and inuit (FNMI) governance structures and how did they change after Confederation?

• In this unit, students will cover concepts of Indigenous identity and how this has been impacted by colonization by examining the terms used by colonial governments to categorize and classify Indigenous peoples. students will also cover the actions taken by Indigenous peoples to assert their distinct identities and revitalize their cultural traditions.

UNIT FOUR - Relationships and Regional/National Perspectives

Essential Question: What influenced the relationships between the FNMI and non-FNMI?

• In this unit, students will develop their understanding of political, constitutional, and legal issues affecting First Nations, Métis, and Inuit relations with non-Indigenous governments across Canada.

UNIT FIVE - Local and Global Challenges

Essential Question: What are the common issues facing Indigenous Peoples locally and globally?

• In this unit, students will situate the issues facing First Nations, Métis, and Inuit individuals and communities in Canada within the context of current global cultural, environmental, and social justice trends. Students will compare responses to these trends in Canada with responses in other countries, and explore strategies to raise awareness of issues of concern to Indigenous peoples around the world.

FINAL EXAM - Proctored Exam

30% of Final Grade

• This exam is the final evaluation of NDA3M 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.

PREREQUISITE: None ​ GRADE: 11 (Open) ​ AVAILABILITY: WIS Online

PPL3O online enables students to further develop 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 and exposure to a broader range of activity settings, students enhance their movement competence, personal fitness, and confidence. 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 PPL3O 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 Nutrition

Essential Question: Why is nutrition important to those with health conditions? How do I create a fitness plan that targets my goals?

• In this unit, students will develop personal fitness plans. Students will learn how to continue to have good nutrition while managing various health conditions. Students will also learn to identify the issues surrounding their food and understand how their food choices are impacted by these issues.

UNIT TWO - Safety and Sexual Health/Stress

Essential Question: How do I stay safe while being active? How do I stay healthy during stressful times and sexual activity?

• In this unit, students will learn about how to perform a variety of fitness activities properly and safely. Students will also learn how important reproductive and sexual health are. Students will learn about proactive measures that they can take to ensure their reproductive and sexual health so to avoid or minimize certain health conditions. Students will also learn about a variety of stressful situations that they may encounter and what strategies there are to deal with those situations.

UNIT THREE - Movement and Risks/Substance Abuse

Essential Question: How can we explain and analyze physical literacy, and the principles and phases of movement? How do we make healthy decisions in life and with substances?

• In this unit, students will use adaptive, management, and coping skills to help them respond to the various challenges they encounter as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy active living. Students will learn about the phases of movement and different movement principles. Students will be able to identify different types of conflict and be able to identify and apply a conflict resolution strategy based on the type of conflict that they encounter. Students will define substance abuse and communicate the impact of abusing substances on overall health and well-being. They will apply the appropriate skills to respond to a challenging situation involving substance use, addictions, and other related behaviours. Finally, students will identify the impact of addictions at a local, societal, and global level.

UNIT FOUR - Fair Play and Mental Health

Essential Question: Why is fair play important? How do I effectively analyze and design a play? What is mental health? How are addictions and suicide related to health? Why is my personal fitness important? How have I progressed in my activity over the course?

• In this unit, students will learn about ethical and fair play standards that create a rewarding activity environment. Students will also learn about a variety of mental illnesses, their causes and manifestations so that they can understand their effects on overall health. Students will discuss how to identify a variety of addictions and understand their symptoms and causes and how addictions affect overall health. Students will learn about mental health stigma and how to decrease it in their community. Finally, students will learn about some of the warning signs for suicide and the sources of support that are available to help those in need.

CULMINATING PROJECT ​15% of Final Grade

• This project is one of the final evaluations of PPL3O 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 PPL3O 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.

PREREQUISITE: Science, Grade 10, Academic ​ GRADE: 11 (University) ​ AVAILABILITY: WIS Online

SBI3U online furthers students’ understanding of the processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the structure and function of animals; and the anatomy, growth, and function of plants. SBI3U online focuses on the theoretical aspects of the topics under study and helps students refine skills related to scientific investigation.

UNIT ONE - Genetics

Essential Question: How do genetic technologies impact our society?

• In this unit, students will explore cell theory as well as DNA structure and function. Students will make connections between meiosis and genetic diversity. Students will also explore inheritance of genetic characteristics at the most basic level. Students will further begin to predict the outcomes of genetic crosses using simple probability tables, predict the outcomes of genetic crosses involving incomplete and co-dominant traits and predict the outcomes of genetic crosses involving multiple alleles and sex-linkage.

UNIT TWO - Animals

Essential Question: How can we make better decisions about our health?

• In this unit, students will look at the social and physiological impacts of the obesity epidemic. Emphasis will be placed on proper nutrition with micro and macro nutrients and how obesity impacts all organ systems in the body. Students will also look at the path that food and water takes as it goes through their bodies as well as the accessory organs for digestion and their functions. Students will then look at the structure and function of the organs of the respiratory and circulatory systems and how they connect to the digestive system.

UNIT THREE - Diversity

Essential Question: Why is maintaining biodiversity important to human health?

• In this unit, students will explore classical Linnaean binomial classification to help them classify diversity of life on Earth. Students will also practice interpreting and creating dichotomous keys to separate different organisms based on their physical characteristics. Students will examine the lifeforms under the six kingdoms in regards to how they look, live and reproduce.

UNIT FOUR - Evolution

Essential Question: Are humans still evolving?

• In this unit, students will begin to investigate how organisms and populations can change over time in response to environmental pressures. Students will examine the impact of human beings on the selection process through artificial selection. Students will explore the development of the Theory of Evolution by looking at how scientific theories are formed, and the various research that led to Darwin creating the theory. Students will investigate the mechanisms of evolution – gene flow, genetic drift, mutations, non-random mating and various types of selection.

UNIT FIVE - Plants

Essential Question: What jobs do plants do for people?

• In this unit, students will examine the differences and similarities between various plants in regards to their structure and function. Students will learn about photosynthesis and the various plant tissues. Students will look into xylem and phloem to see how food and water are transported through a plant and how plants grow and adapt based on various environmental stimuli. This unit will also examine what plant hormones are and how they impact plant growth.

FINAL EXAM - Proctored Exam

30% of Final Grade

• This exam is the final evaluation of SBI3U 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.

PREREQUISITE: Science, Grade 10, Academic ​ GRADE: 11 (University) ​ AVAILABILITY: WIS Online

SCH3U online enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. In SCH3U online, students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment.

UNIT ONE - Matter, Periodic Trends, and Chemical Bonding

Essential Question: How can we use the periodic table to make sense of matter?

• In this unit, students will investigate the physical and chemical properties and naming of elements and compounds. Students will use various methods to visually represent them. A more in-depth look at the atomic model and how subatomic particles impact the overall physical and chemical properties of each element will be performed.

UNIT TWO - Chemical Reactions

Essential Question: How can we make sense of the reactions of everyday substances?

• In this unit, students will discover how to predict products of chemical reactions. Students will apply their knowledge and perform simulated laboratory experiments with the goal of producing a specific substance. Students will apply their understanding in analyzing Green Chemistry applications in industry and everyday life.

UNIT THREE - Mole and Reaction Stoichiometry

Essential Question: How can we measure what we cannot directly quantify?

• In this unit, students will learn that chemistry deals with quantities of matter, measured in units of the gram or the litre or the “chemist’s dozen” – the mole. Stoichiometry is the chemist’s method of calculating quantities of matter needed for chemical reactions. Students will design and perform several simulated labs, each increasing in complexity leading up to a culminating activity in which they will design a lab to produce a specific amount of product.

UNIT FOUR - Gases and Atmospheric Chemistry

Essential Question: How do hot air balloons work?

• In this unit, students will study gases to see how a theory of submicroscopic molecules can be used to explain macroscopic experimental observations. This understanding will be built through analysis of lab demonstrations and individual problem-solving tasks. Stoichiometry problems use the concept of the mole to compare quantities of substances in chemical equations – such quantities may include volumes of gases at various conditions of temperature and pressure. Through calculations and research, students will be able to explain the safety concerns involved with compressed gases and analyze applications related to atmospheric chemistry.

UNIT FIVE - Solutions, Solubility, Acids and Bases

Essential Question: What are we drinking?

• In this unit, students will gain the knowledge base to explain why water is such a good solvent. Water is one of the most remarkable chemical substances. One of its most important properties is its ability to dissolve other substances to form aqueous solutions. Calculating the exact concentrations of solutions such as acids and bases is of critical importance to many healthcare professionals. Students will develop the skills to determine the concentration of a solution and its potential effect on the environment or the human body.

FINAL EXAM - Proctored Exam

30% of Final Grade

• This exam is the final evaluation of SCH3U 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.

PREREQUISITE: Science, Grade 10, Academic ​ GRADE: 11 (University) ​ AVAILABILITY: WIS Online

SPH3U online develops students’ understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the properties of mechanical waves and sound; and electricity and magnetism. They will enhance their scientific investigation skills as they test laws of physics. In SPH3U online, students will also analyze the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment.

UNIT ONE - Kinematics

Essential Question: How can we represent motion and predict the future trajectory of objects with equations?

• In this unit, students will begin a detailed analysis of motion and will learn to apply models developed by physicists for understanding different types of motion. Students will also learn about adding vector quantities and position vs. time graphs. Students will examine speed and velocity, velocity vs. time graphs, acceleration and acceleration vs. time graphs. Students will also learn about the equations for uniform acceleration as well as acceleration due to gravity and projectile motion.

UNIT TWO - Forces

Essential Question: What causes motion?

• In this unit, students will learn about the types of forces and Newton’s three laws. Students will explore the concepts of tension and friction.

UNIT THREE - Energy

Essential Question: Is there an energy crisis in the world today? How can we compare various forms of energy production?

• In this unit, students will learn about energy and work and how their definitions in regards to physics are different than the common way they are used. Students will learn about the different types of energy, energy transformation and energy conservation. Students will examine power and efficiency and briefly learn about E=mc²

UNIT FOUR - Thermodynamics and Nuclear Energy

Essential Question: Media influences our perception of energy production, how can we become more informed citizens to exercise future voting rights in a more informed way?

• In this unit, students will explore thermal energy and how it is related to temperature. Students will examine heat capacity and the laws of thermodynamics. Students will gain an understanding of changes of state as well as electricity generation. Students will examine different nuclear isotopes, the characteristics of alpha and beta particles and gamma rays, and be introduced to radioactive decay. Students will also examine Nuclear Fission and Nuclear Fusion.

UNIT FIVE - Waves and Sound

Essential Question: Waves are a transfer of energy, how can we use our knowledge to design spaces, infrastructures and future technology which maximize the way waves interact in space?

• In this unit, students will investigate the properties of mechanical waves and sound. Students will explore what affects these waves and what happens when they meet. Students will examine standing waves and how musical instruments apply wave theory. Students will also examine wave theory in nature.

UNIT SIX - Electricity and Magnetism

Essential Question: In the battle of DC vs. AC, how would the future be shaped with recent technological advances when it comes to electrical grid systems?

• In this unit, students will analyze the efficiency and the environmental impact of ocean electrical energy production and propose ways to improve the sustainability of electrical energy production. Students will examine how electricity moves through a circuit, Ohm’s law and Kirchhoff’s law. Students will investigate the magnetic fields produced by an electrical current as well as the properties of magnetic fields in permanent magnets. Students will learn about electromagnets, electromagnetic induction and alternating current. Students will investigate Lenz’s law in relation to electricity and magnetism.

FINAL EXAM - Proctored Exam

30% of Final Grade

• This exam is the final evaluation of SPH3U 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.

PREREQUISITE: Science, Grade 10, Applied or Academic ​ GRADE: 11 (University/College) ​ AVAILABILITY: WIS Online

SVN3M online provides students with the fundamental knowledge of and skills relating to environmental science that will help them succeed in life after secondary school. Students will explore a range of topics, including the role of science in addressing contemporary environmental challenges; the impact of the environment on human health; sustainable agriculture and forestry; the reduction and management of waste; and the conservation of energy. In SVN3M online, students will increase their scientific and environmental literacy and examine the interrelationships between science, the environment, and society in a variety of areas.

UNIT ONE - Scientific Solutions to Contemporary Environmental Challenges

Essential Question: How can I manipulate my lifestyle to positively impact the environment?

• In this unit, students will analyze social and economic issues related to environmental change and how society influences the scientific, environmental endeavours. Students will also investigate a range of perspectives that have contributed to scientific, environmental knowledge and procedures that are applied to address environmental problems. Students will gain an understanding of contemporary environmental challenges and how they can learn about them.

UNIT TWO - Human Health and the Environment

Essential Question: How can I reduce my carbon footprint?

• In this unit, students will analyze governmental and non-governmental initiatives that are intended to reduce the environmental factors on human health. They will also explore environmental factors that affect human health and demonstrate an understanding of various environmental factors that can affect human health, and how these factors can be reduced.

UNIT THREE - Sustainable Agriculture and Forestry

Essential Question: Why is sustainable agriculture most beneficial to the environment?

• In this unit, students will evaluate the impact of agricultural and forestry practices on human health, the economy and the environment. They will investigate conditions that are necessary for plant growth (soil components for various species and environmentally sustainable methods to promote growth). Students will learn about the conditions for plant growth, to promote growth, that are environmentally sustainable.

UNIT FOUR - Reducing and Managing Waste

Essential Question: How can I effectively alter my waste practices to reduce and manage waste?

• In this unit, students will analyze the economic, political and environmental consideration that affect waste management strategies. They will investigate the effectiveness of waste management practices and gain an understanding of the types of waste and strategies for its management.

UNIT FIVE - Conservation of Energy

Essential Question: What impact do I have on local energy conservation? national energy conservation? global energy conservation?

• In this unit, students will assess the impact on society and the environment of the use of renewable and non-renewable energy sources, propose a plan to reduce energy consumption, investigate various methods of conserving energy and improving energy efficiency. Students will also gain an understanding of energy production, consumption and conservation.

FINAL EXAM - Proctored Exam

30% of Final Grade

• This exam is the final evaluation of SVN3M 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.