This article explores the importance of teleconferencing and its direct correlation to reducing climate change emissions.
It details that instead of flying or traveling to business destinations for meetings or regular work, companies can encourage employees to telecommute, thus reducing emissions.
The projected data is analyzed to provide evidence for a cost-efficient climate solution for organizations.
The information is presented in a scientific paper format, with a clear cause-and-effect framework.
This article is useful for any discussion related to transportation emissions and climate change, especially regarding the environmental impact of business air travel.
Vocabulary is rigorous, so a definition list would be appropriate.
Students should have a basic understanding of telecommuting.
To introduce this article, teachers can engage classes in a discussion about the personal and professional benefits of telecommuting.
For small-group instruction, students can work together on taking notes on each section and then discussing each section together.
Probability and statistics connections can be made in Math classes, as there are a number of data points to evaluate about costs, benefits over time, and emissions reductions.
This article can supplement a science lesson regarding human impacts on the environment and health classes could discuss the co-benefit mentioned in the article of less time spent commuting.
Students in English or language arts classes can use the article to evaluate author's purpose, scientific writing styles, or as practice for reading larger scientific papers.
Connections can be made in social studies classes as students discuss the effects of telecommuting on both individuals and professional organizations.
This resource introduces a solution to reducing emissions by using software and hardware technologies that a lot of students have become familiar with, in addition to furthering the abilities of virtual reality and augmented reality. A brief introduction of reducing emissions by reducing business-related trips with the ability to join meetings digitally. A methodology, scenarios, and models are provided, along with a results and discussion section concerning the feasibility of using new technologies to reduce emissions. The resource would be a great addition to a lesson discussing alternative methods to reducing carbon emissions. This resource is recommended for teaching.
Next Generation Science Standards (NGSS)
ESS3: Earth and Human Activity
HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
Common Core English Language Arts Standards (CCSS.ELA)
Reading: Informational Text (K-12)
CCSS.ELA-LITERACY.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
CCSS.ELA-LITERACY.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Reading: Science & Technical Subjects (6-12)
CCSS.ELA-LITERACY.RST.11-12.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
Common Core Math Standards (CCSS.MATH)
Statistics & Probability: Interpreting Categorical & Quantitative Data (9-12)
CCSS.MATH.CONTENT.HSS.ID.C.9 Distinguish between correlation and causation.