Activity 1: What do we use batteries for?
Introduction: Technology has become essential in our daily lives. What makes all this technology
work for us?
Objective: Brainstorm how we use batteries in our everyday lives. Construct models to describe and
explain how batteries work.
Materials list:
8-“Battery Pack” (lead acid, alkaline, cadmium, nickel, zinc, lithium-ion) for each group
(alternatively, can have stations set up with each type of battery if materials are limited)
Procedure:
A. Class Brainstorm: Brainstorm all of the technology that requires batteries
B. Your group will be assigned one battery type. Use internet search engines and your prior
knowledge to complete the chart below for your assigned battery and be prepared to shareout what you have documented with the class.
https://depts.washington.edu/matseed/batteries/MSE/used.html
Battery
type
Metal/ions
present
Uses for
Cost/unit
Challenges
Cadmium
Nickel
Lead-acid
Alkaline
Lithium-ion
Zinc
Teacher Notes: Ask students to brainstorm all of the technology they use that requires batteries.
Teacher notes: Use a platform that allows students to share their ideas “whole class” such as a
Jamboard, large butcher paper, or white board
Activity 1: What do we use batteries for?
C. With your group, construct a macroscopic and submicroscopic model to describe and explain
how you believe your battery “works”? What’s the Chemistry involved? DO NOT “GOOGLE IT”!
Use this as an opportunity to share your current knowledge. Be as detailed as possible with
your drawings and explanation.(hint: Think about the role of the metal ion and electrons.)
Macroscopic model (Create using KAMI or Google Draw or Submicroscopic model (Create using KAMI or Google
other applications NO internet images)
Draw or other applications NO internet images)
Describe and explain your macroscopic model.
Describe and explain your submicroscopic model.
Teacher Notes: Ask students to brainstorm all of the technology they use that requires batteries.
Teacher notes: Use a platform that allows students to share their ideas “whole class” such as a
Jamboard, large butcher paper, or white board
Activity 1: What do we use batteries for?
Question & Feedback
1)
Do you think a battery can be made with any kind of metal? Why or why not?
2) Use Sticky-Notes Feedback to make comments on other group’s battery models.
(This adaptation is based on a tool available on the Ambitious Science Teaching website: https://ambitiousscienceteaching.org.)
.
Sticky-Notes Feedback
Green Sticky Note-Adding an idea
I appreciate how you ________. It would be clearer if you added________.
We agree that__________. But you could add evidence about ________.
We think ____ supports part of your model, but we think if you change ___it would make it more accurate.
Orange Sticky Note-Revising an idea
I see you’re thinking about________. Do you think you should add________?
We think _____ supports your model, but it also tells us that ______ should be added to make it even more accurate.
The _________ said that ________. We disagree and think you should change____.
Yellow- Sticky-Note Remove or Find Out More
We think _____ contradicts _____ in your model, and that you need to remove it or find out more about it.
Pink Sticky-Note Questions
We still have questions about ___________________
Teacher Notes: Ask students to brainstorm all of the technology they use that requires batteries.
Teacher notes: Use a platform that allows students to share their ideas “whole class” such as a
Jamboard, large butcher paper, or white board
Activity 1: What do we use batteries for?
Teacher Notes: Ask students to brainstorm all of the technology they use that requires batteries.
Teacher notes: Use a platform that allows students to share their ideas “whole class” such as a
Jamboard, large butcher paper, or white board