Inquiry 10: Germany: Batteries ARE Included

Next Generation Science Standards (NGSS):

Materials needed

Germany: Batteries ARE Included!

HS-LS2-7-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Study Guides, Answer Key, internet access, presentation materials (paper, pencils, markers, or programs such as Google Slides), printed articles

Phenomenon

Modern civilization is dependent on energy. Our homes, vehicles, and devices require energy. In the past, the sources of this energy took on the forms of coal, oil, and natural gas. However, the consequence of using fossil fuels for energy is the production of carbon-based greenhouse gases.

In order for Germany and the world to slow down and reverse global warming, greenhouse gas emissions need to be reduced. Green technologies exist; these are technologies that release little or no greenhouse gases (e.g., solar power and wind power). However, how can the energy from green sources be stored for later use?

The solution may lie in an old and common form of technology: the battery.

Engage The Challenges of Energy

Students will determine what they know about concepts like batteries, energy, and global warming.

Explore

Featured Sources

Explain Exploration of Batteries

Students will investigate battery basics. They will also investigate how Germany benefits from this technology.

• “How do batteries work?” • “Climate change already affecting German farms. • “How heavily does Germany rely on Russian energy?” • “New study shows risks of climate change in Germany.” • “What the government is doing for the climate.” • “What’s one way to fight climate change? Really big batteries—and lots of them.”

Reviewing an Exploration of Batteries

With the help of the teacher, students will review what they have learned about batteries and the impact of this technology on Germany.

Create a Prototype A prototype is not created, but students will propose a way to use battery technology in their community.

Elaborate

Students will create a presentation or poster on batteries. To successfully do this, students must: Understand: the needs of their community. Assess: the potential role of this technology in their community. Act: or present a thoughtful set of arguments for battery technology in their community.

Evaluate

Students will assess their presentation and their understanding. The teacher will then formally assess their project via a rubric.

Target Grade Level: 10th Grade Target Course: Biology, Green Technology

LESSON OVERVIEW

For many people, batteries are the power source for flashlights, phones, and other small electronic devices. However, due to harmful climatological effects of carbon emissions, the growing demand of fossil fuels, and the environmental toll of obtaining coal, oil, and natural gases, battery power is becoming a viable alternative energy source around the world, especially in Germany. In this unit, students will explore the basics of battery technology (especially in technologies such as electric cars), the pros and cons of battery technology, and the importance of battery technology in both Germany and the world at large.

Students will investigate the topic of batteries through several different activities based around the principle of 5E scientific inquiry.

Engage: Students will examine their own understanding of batteries, green energy, and the challenges of battery technology.

Explore: Students will research the basics of how batteries work and the benefits of this technology on the climate.

Explain: Students will review what they have researched in a group discussion.

Elaborate: Students will evaluate the pros and cons of battery technology. Students write a pitch for how batteries can be used in their communities.

Evaluate: Students will present their findings. They will reflect on their project via a rubric. The teacher will then formally assess student projects via the same rubric.

TEACHER BACKGROUND INFORMATION

One of the greatest environmental challenges to the world is global warming. Carbon-rich gases such as carbon dioxide and methane contribute to a phenomenon known as the greenhouse effect. While gases like carbon dioxide are important for life on this planet (e.g., carbon dioxide is needed for plant photosynthesis), higher levels of these gases absorb more sunlight, which in turn warms the planet. Scientists have documented negative effects of these warming temperatures with regard to factors like climate and ocean acidification. Reliance on traditional energy sources such as coal and oil are problematic not only in terms of the environmental costs required to obtain the materials (e.g., destruction to ecosystems) but also with regard to noncarbon pollutions that are produced through the extraction or refinement of these materials.

Germany can benefit environmentally and politically from green technology. Germany’s energy import dependency in 2020 was 63.7 percent (The Economist, n.d.). By utilizing more green technology and renewable energy sources, Germany is not only helping to reduce the country’s impact on the global environment but also securing its energy needs.

Battery technology is important in the discussion of green technologies in at least three ways. First, energy produced by renewable sources, such as wind and solar, needs a way to be stored. This is essential during periods when renewable sources are not producing energy (e.g., solar panels do not generate energy at night, and wind turbines do not produce energy when there is no wind). Storing excess energy, especially during periods of low energy productivity, is invaluable. Second, while appliances and devices connected to the energy grid can utilize green energy directly, certain technologies, like motorized vehicles, require an independent energy source. For generations, motorized vehicles, like automobiles, used fossil fuels. For motorized vehicles to capitalize on sustainable technology and reduce their carbon footprint, they need a way to use green energy. One way is through the use of rechargeable batteries. Third, battery-based technologies do not directly produce greenhouse gases. If the batteries are charged from energy grids using green energy, the operation of the machines that use these batteries will contribute fewer greenhouse gases.

While a valuable technology, there are also drawbacks to battery-based technologies. These drawbacks include obtaining the materials to build the batteries, the overall life span of a battery, and issues regarding the disposal and/or recycling of these rechargeable batteries.

SUGGESTED TIME FRAME

Nine 45-minute class periods.

CONCEPT LIST

• Fossil fuels • Green energy • Energy • Battery • Global warming • Greenhouse gases

MATERIALS NEED ED

• Study Guides (Scan QR Code) • Answer Key (Scan QR Code) • Internet • Presentation materials (paper, pencils, markers, or programs such as Google Slides) • Printed articles

Next Generation Science Standards (NGSS) / State Content Area Standards

HS-LS2-7-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

➤ Key Literacy Connections CCSS.ELA-LITERACY.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

CCSS.ELA-LITERACY.RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author‘s claim or a recommendation for solving a scientific or technical problem.

➤ Relevant Domain(s) of Disciplinary Core Ideas • Life Science • Engineering, Technology, and Application of Science

➤ Science and Engineering Practices • Asking questions (for science) and defining problems (for engineering) • National Academies of Sciences, Engineering, and Medicine • Constructing explanations (for science) and designing solutions (for engineering) • Obtaining, evaluating, and communicating information

➤ Crosscutting Concepts • Energy and matter • Cause and effect

PHENOMENON / MAIN PROBLEM

Modern civilization is dependent on energy. Our homes, vehicles, and devices require energy. In the past, the sources of this energy took the forms of coal, oil, and natural gas. However, the consequence of using fossil fuels for energy is the production of carbon-based greenhouse gases. Even though greenhouse gases are a natural part of the environment, emissions from fossil fuel combustion have led to increased levels of these gases. These increased levels of greenhouse gases drive phenomena such as global climate change and ocean acidification. Germany as a country is sensitive to the impacts of fossil fuel. Increased levels of greenhouse gases are already having an impact on Germany. Global climate change has led to more winter precipitation and hotter days in the summer.

For Germany and the world to slow down and reverse global warming, greenhouse gas emissions need to be reduced. Green technologies exist; these are technologies that release little or no greenhouse gases (e.g., solar power and wind power). However, how can the energy from green sources be stored for later use?

The solution may lie in an old and common form of technology: the battery.

Engage

➤ Day 1: The Challenges of Energy Have students complete the study guide “The Challenges of Energy” that is provided in the handouts (QR code in “Materials Needed” section). Students will work independently on Part 1 and in groups of two or three on Part 2.

After students have completed both Parts 1 and 2, lead a class discussion on the challenges of energy production. Use this time to synthesize the information from the class in the form of a shared Venn diagram or a list of bullet points.

If successful, students should demonstrate their prior understanding of these technologies. Use this time to address any misconceptions the students may have about energy as well. After the discussion is complete, talk about challenges that Germany (and in turn, the world) faces when adopting green technology: energy storage.

Inform the students that in this unit, they will be investigating more about how battery technology works, the benefits of battery technology, and some of the challenges that Germany and other countries face in effectively utilizing battery storage.

➤ Anticipated Guiding Questions Students’ understanding of these concepts may vary greatly. Some students may be familiar with electric cars like the Tesla. Other students may have little working knowledge of battery technology. This is a good time to review some of these basic ideas with the class.

Students may also have questions about the science behind batteries. You can discuss the basics of batteries with the students. However, you may also want to emphasize that completely understanding the physics of batteries is not necessary to learn about batteries in this unit. This unit prioritizes the impacts of batteries on greenhouse gases and pollution. The unit also emphasizes the benefits that countries like Germany can gain by adopting this technology.

Students may also have questions about global warming and the effects of greenhouse gases. Students at this grade level should have learned at least the basics of global climate change. However, a basic review of this concept may be required.

Explore

➤ Days 2 and 3: Exploration of Batteries Start this activity by reviewing the information from Day 1. This includes an emphasis on the following topics

• Start with a very basic definition of batteries (note that students will research more about batteries in this activity). • Batteries are connected to the renewable energy or green energy movement. • Batteries can potentially contribute to the reduction of greenhouse gases.

After reviewing the information, introduce the students to the activity and handout “Exploration of Batteries.” Have students complete the study guide (in the handouts in the “Materials Needed” section) over the course of two days. The study guide is divided into three parts.

Part 1 focuses on the basics of batteries. Students can use resources available on the internet to answer these questions.

Part 2 centers on the impact of global climate change on German farmers; emphasis is placed on why these farmers have a vested interest in reducing global climate change.

Part 3 reviews the German government’s goals to combat climate change; students will need to establish connections between reducing greenhouse gases and the use of batteries.

Students should be allotted two days to work on this in class. Help students find or evaluate resources when necessary. This information from this activity will be reviewed on Day 4.

Modification: If students do not have access to the internet, articles should be printed and copied prior to class. Though not provided in the student handout, an article on battery basics is referenced in the “Featured Sources” section. Links and citations to other sources used in Days 2 and 3 can also be found in the featured source section.

Student handouts with and without answer keys are available. Since this activity is a formative assignment, students will not be graded for points. However, their answers can be formatively checked for understanding.

➤ Featured Sources • Clarke, R. (n.d.). Curious Kids: How do batteries work? The Conversation. Retrieved September 5, 2022, from http://theconversation.com/curious-kids-how-do-batteries-work-123023. • Climate change already affecting German farms. (n.d.). https://Learngerman.Dw.Com; Deutsche Welle. https://learngerman.dw.com/en/climate-change-already-affecting-german-farmers/a-44768594#. • How heavily does Germany rely on Russian energy? (2022, May 4). The Economist. Retrieved September 5, 2022, from https://www.economist.com/the-economist-explains/2022/05/04/how-heavily-does-germany-rely-onrussian-energy. • Poetschke, F. (2021, June 18). New study shows risks of climate change in Germany [Text]. Umweltbundesamt. https://www.umweltbundesamt.de/en/press/pressinformation/new-study-shows-risks-of-climate-change-ingermany. • What the government is doing for the climate. (n.d.). Website of the Federal Government | Home Page.

Retrieved September 5, 2022, from https://www.bundesregierung.de/breg-en/issues/climate-action/ government-climate-policy-1779414. • What’s one way to fight climate change? Really big batteries—and lots of them. (2022, April 9). Wfaa.Com. https://www.wfaa.com/article/tech/science/climate-change/climate-change-batteries-wind-solar-power/287005cfbc9-106e-43c1-bdc9-c81220889c23.

Explain

➤ Day 4: Reviewing an Exploration of Batteries Students begin by reviewing their own answers from the “Exploration of Batteries” activity; this review only needs to last a few minutes. After, students will engage in a dialogue with the class. During this dialogue, the teacher will assess the understanding of the students, identify misconceptions, and elaborate on any topic that needs additional explanation.

After this class discussion, present the following three question to the class:

• Are batteries the best solution to help reduce global climate change? • Are batteries the best solution to meet Germany’s energy demands? • Are batteries the best solution to meet your community’s energy demands?

Students can record these answers in a notebook, on a separate sheet of paper, or in a document on a tablet or computer. This activity will segue into the following activity.

➤ Create a Prototype / Investigating Solutions Investigating this topic does not require a prototype. However, students will work on a project that requires them identify the pros and con of battery technology. They will also craft an argument for the implementation of battery technology in their personal community.

Elaborate

➤ Days 5–7: Batteries Pitch Students will begin class by reviewing their own answers from the “Exploration of Batteries” study guide. After reviewing this information, introduce the activity “A Pitch for Batteries in Your Community.”

To complete this activity, students will create a poster or digital slide show on the following topics or ideas:

1. Identify the pros and cons of battery technology. 2. Describe how Germany is utilizing battery technology to meet its goals for greenhouse gas emissions. 3. Describe the social and political benefits of Germany’s push toward battery technology. 4. Present an argument on how battery technology can best be used in your community.

This activity will provide students the opportunity to understand the role of battery technology in Germany; on a global scale, to assess the pros and cons of battery technology; and to act on this information by crafting a researched and thoughtful argument for the use of battery technology in their own community.

Additional Notes

A student handout along with a rubric is provided with this unit plan. Please provide this handout to the students.

This activity can be adapted to fit the technology or resource needs of your class.

Students can propose alternative ways to present their information. This should be done on a case-by-case basis. Alternative assignments should require the same level of analysis and understanding as the original project.

When necessary, accommodations to the assignment should be made to fit the individualized education plan (IEP) needs of a student or students.

Evaluate

➤ Days 9+: Batteries Pitch Day Students present their findings to the class via slideshow, poster, or alternative method. If necessary, students can be provided time to rehearse their presentations. After each presentation, provide a short amount of time for other students to ask questions.

After all students have presented their battery pitch, take time to discuss any final thoughts about batteries or their projects. Projects can be formally graded by the teacher via the rubric provided.

Students can reflect on their project by completing the rubric themselves and by answering the follow-up questions on the rubric sheet

Please reference the included document for this activity.

Additional Notes

Students can present their projects in small groups to save on time or to reduce the stress from public speaking.

Students who have a challenging time speaking in front of class due to factors like anxiety should be encouraged to do this assignment via an alternative assessment (e.g., produce a video recording of the presentation, present one-on-one during, before, or after school).

➤ Taking Informed Action Students create a presentation or poster on batteries. To successfully do this, students must:

• Understand the needs of their community. • Assess the potential role of this technology in their community. • Act or present a thoughtful set of arguments for battery technology in their community.

VIRTUAL EXCHANGE

One suggestion for adding a virtual exchange component to this activity is to have a teacher in Germany lead this activity with their own class. Then, in addition to the normal presentation, both classes of students could present their findings to each other via Zoom, Skype, or Google Meets.

CAREER CONNECTION EXPLORATION

Students could do a follow-up activity in which they explore careers in green technology or battery production. This could include investigating the number of jobs available in these fields, training and/or education needed for careers, and other requirements in this field. To find this information, besides looking on the internet, students could write letters to experts in the field.

MODIFICATIONS FOR DIFFERENTIATION

Several modifications were discussed throughout this document. Some more modifications to consider are the following:

• Articles can be modified to the reading level of your students. Alternative articles can also be substituted for the ones referenced in this document. • Adjust the technology demands of this unit based on the resources available to your students. • Different students have different presentation and discussion abilities. Students possessing difficulties vocalizing their ideas can be given alternative versions of these activities.

Matthew Kuehl (TOP 3, 2022) teaches high school Biology and Forensic Science at Grand Rapids High School in Minnesota.