The Arizona STEM �Acceleration Project

2025

Charged for Change: Science of Green Energy Storage

In this high school chemistry lesson, students will explore and compare different types of batteries, including lithium-ion, zinc-air/copper-zinc, and sustainable alternatives. Through guided research, data collection, and collaboration, they will analyze each batteries’ redox reactions, voltage output, efficiency, safety, sustainability, and environmental impact. Students will organize their findings in a comparison table and demonstrate their understanding through assessments such as posters, infographics, presentations, or reflections. This lesson integrates scientific inquiry with real-world applications, fostering critical thinking about how energy storage influences technology, society, and the environment.

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Andre Pineda

A High School Chemistry STEM Lesson

The Arizona STEM Acceleration Project

Notes for teachers

Background Knowledge: Review oxidation-reduction (redox) reactions before the activity, ensuring students understand electron transfer, half-reactions, and voltage.�

Differentiation:�

• Provide sentence starters, graphic organizers, or partially filled comparison tables for students who need extra support.�
• Challenge advanced learners by asking them to calculate theoretical voltages or research real-world applications of sustainable batteries.�

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Materials Management: If lab demonstrations are not possible, use diagrams, online simulations, or videos showing battery function and safety issues.�

Safety Reminder: If working with actual batteries, remind students never to dismantle them. Emphasize lab safety and the importance of handling energy sources responsibly.�

Cultural Relevance: Encourage students to think about how battery technology can benefit their own communities (e.g., renewable energy storage for homes, schools, or tribal lands).�

Assessment Guidance: Use a variety of assessment formats (written comparison tables, posters, group presentations, reflections) to capture different learning styles and strengths.�

Time Management: Depending on class length, consider breaking the lesson into two parts: (1) Research and data collection, (2) Poster/infographic creation and presentations.�

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Notes for teachers

List of Materials

Extension Ideas:�

• Invite a local engineer, scientist, or sustainability advocate to talk about battery innovations.�
• Connect this lesson to environmental science by exploring the impact of e-waste and recycling programs.�
• Link with robotics or renewable energy projects where students apply their knowledge of batteries in real applications.

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Materials (for 6 groups of 5 students each)

• 6 Copper strips (Cu), 6 Zinc strips (Zn)
• 12 Beakers (100 mL each)
• 500 mL – 1 M Copper (II) sulfate solution
• 500 mL – 1 M Zinc sulfate solution (ZnSO₄)
• Filter paper strips (salt bridges) soaked in potassium nitrate (KNO₃)
• 10 g Potassium nitrate (KNO₃)
• 12 Alligator clip wires (2 per group)
• 6 Multimeters or voltmeter
• 30 Safety goggles, 30 Gloves (nitrile), 30 Aprons or lab coats

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Standards

Arizona Science Standards

Next Generation Science Standards

HS.P1U1.2 Describe patterns in the transfer or sharing of electrons to predict the formation of ions, molecules, and compounds in both natural and synthetic processes.

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Science and Engineering Practices

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• ask questions and define problems
• plan and carry out investigations
• analyze and interpret data
• use mathematical and computational thinking

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NGSS HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.�

NGSS HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs.

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Objectives:

Students will be able to:

• Identify and describe redox reactions and electron transfer in chemical processes.
• Construct and test a simple voltaic cell using copper and zinc electrodes.
• Measure and analyze voltage output and electron flow in a battery.
• Determine which metals are oxidized and reduced, and write corresponding half-reactions.
• Identify oxidizing and reducing agents in a redox reaction.
• Apply oxidation numbers to analyze chemical reactions.
• Compare traditional and sustainable batteries in terms of redox chemistry, efficiency, safety, and environmental impact.
• Communicate findings through visual representations (poster or infographic).
• Explain the role of redox reactions in real-world applications, including energy storage and other systems like respiration or corrosion.
• Develop scientific reasoning skills through observations, analysis, and CER (Claim-Evidence-Reasoning) writing.

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Agenda (2-3 Days)

ENGAGEMENT

Time: 8–10 minutes�Description:�Students participate in a Battery Design Gallery Walk, exploring images and infographics of different batteries (zinc-copper, lithium-ion, sustainable prototypes). They record observations and questions to spark curiosity about battery materials, design, and the role of redox reactions in energy storage.

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EXPLORATION

Time: 40 minutes� Description:� Students construct and test a voltaic cell using zinc and copper electrodes. They measure voltage, observe electron flow, and identify redox reactions, connecting hands-on experimentation to real-world battery technologies.

Agenda (2-3 Days)

EXPLANATION

Time: 35–45 minutes�Description:�Students analyze lab data, learn to assign oxidation numbers, write half-reactions, and identify oxidizing and reducing agents. Teacher-led discussion connects lab observations to chemical theory and sustainable battery applications.

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ELABORATION

Time: 20–30 minutes�Description:�Students compare traditional and sustainable batteries for redox efficiency, safety, and environmental impact. Working in teams, they create a poster or infographic to visually communicate findings and share with classmates.

Agenda (2-3 Days)

EVALUATION

Time: 10–15 minutes� Description:� Students demonstrate understanding through a Choice Board Exit Ticket, selecting one option:

• CER writing analyzing a battery scenario�
• Multiple-choice quiz on redox and voltaic cells�
• Reflection on real-world redox systems (e.g., respiration, corrosion)

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ENGAGEMENT

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Brief Description:� Students participate in a “Battery Design Gallery Walk” with visuals of different battery types, including zinc-copper cells, lithium-ion batteries, and sustainable prototypes. They record observations and questions to prepare for hands-on exploration.

Procedures (8–10 minutes):

• Teacher sets up five stations with printed visuals/posters:�
• Zinc-Copper cell
• Lithium-Ion battery
• Zinc-Air battery
• Other Lab sustainable prototype
• Comparative infographic of traditional vs. sustainable batteries�
• Students work in groups of 3–4 and rotate through stations (1–2 minutes per station).�

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ENGAGEMENT

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• At each station, students record:
• One observation (materials, design, features)
• One question (what they wonder about battery operation)
• Class discussion:

What patterns do you notice across battery types? Which battery seems most eco-friendly? Why?� What do you wonder about how batteries store and release energy?�

• Teacher introduces the idea that batteries rely on chemical reactions where electrons transfer from one material to another (redox reactions).�

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EXPLORATION

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Brief Description:�Students build a copper-zinc voltaic cell, record observations, and determine oxidation/reduction processes. This hands-on activity connects chemical reactions to sustainable battery design.

Procedures (40 minutes):

Materials (per group of 5):

• Zinc strip, copper strip
• 2 beakers (100 mL)
• Copper sulfate (CuSO₄) and zinc sulfate (ZnSO₄) solutions
• Filter paper salt bridge soaked in potassium nitrate
• Wires and voltmeter/multimeter
• Redox Battery Lab Worksheet
• Safety goggles and gloves

EXPLORATION

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Part A: Lab Setup and Observation (20–25 minutes)

• Assemble voltaic cell following step-by-step instructions:�Place zinc in zinc sulfate solution, copper in copper sulfate solution�Connect with salt bridge and wires to voltmeter�Measure and record voltage output�
• Observe and record:�Direction of electron flow�Any visible changes in metal or solution�
• Guiding Questions:�Which metal loses electrons? Which gains electrons?�What evidence shows a redox reaction is occurring?�

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EXPLORATION

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Part B: Redox Identification (15 minutes)

• Identify:�Oxidized metal and reduced metal�Half-reactions for oxidation and reduction�Oxidizing and reducing agents�
• Discuss how the voltaic cell produces electrical energy and connects to real-world batteries�

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EXPLANATION

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Brief Description:� Teacher-guided discussion and modeling help students connect hands-on lab results to scientific theory, including LEO/GER concepts and sustainable battery research.

Procedures (35–45 minutes):

• Review Lab Data (5–7 minutes):�Small groups summarize observations and findings on whiteboards/chart paper�Share key findings with the class
• Direct Instruction (10–15 minutes):�Introduce concepts:� Oxidation = loss of electrons� Reduction = gain of electrons� Oxidizing/reducing agents� Oxidation numbers (LEO/GER)�Model half-reactions using Zn–Cu cell

EXPLANATION

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• Guided Practice (15–20 minutes):�Students complete Oxidation Number Practice Sheet�Identify redox pairs and balance reactions�Teacher circulates, prompting questions:� “Which metal is oxidized? How do you know?”� “How does electron flow relate to measured voltage?”�
• Real-World Connection (5–10 minutes):�Analyze AEOP sustainable battery posters�Discuss why certain materials are environmentally preferable

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ELABORATION

Brief Description:�Teams analyze battery types for redox reactions, efficiency, sustainability, and safety. They produce a poster or infographic summarizing results.

Procedures (20–30 minutes):

• Form teams of 3–5; provide:� Battery Comparison Worksheet� AEOP research posters or summaries
• Analyze three battery types:� Traditional lithium-ion� Zinc-air or copper-zinc� Sustainable prototype

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ELABORATION

• Complete REDOX and Voltaic Cell Worksheet� Redox reaction� Voltage output� Safety and environmental impact�
• Create a poster or infographic summarizing findings�
• Share via gallery walk or brief presentations

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EVALUATION

Brief Description:�Students complete a Choice Board Exit Ticket, selecting an option aligned with their learning preference.

Procedures (10–15 minutes):� Option 1 – CER Scenario:

Analyze a real-world battery challenge�Write Claim-Evidence-Reasoning response explaining which battery is most promising

Option 2 – Multiple Choice Quiz:

• Answer 5–7 questions on oxidation numbers, redox pairs, voltaic cell components, and sustainability

Option 3 – Reflection Prompt:

• Describe two real-world systems using redox reactions (e.g., respiration, rusting)
• Explain why redox reactions are important in each system

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EXTENSIONS

• STEM Integration: Design a prototype of a low-cost, sustainable battery for communities with limited electricity.�
• Cross-Curricular: Connect redox reactions to environmental science (corrosion, water treatment) or biology (photosynthesis/respiration).�
• Research Extension: Students prepare a short presentation on emerging sustainable battery technologies (solid-state, sodium-ion, graphene-based).

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DIFFERENTIATION

• For struggling learners:�Provide a step-by-step guide with labeled diagrams of the voltaic cell.�Use color-coded oxidation/reduction cards for practice.�Pair with peers for collaborative note-taking.�
• For English Language Learners (ELLs):�Provide vocabulary support (oxidation, reduction, electrode, electron flow) with visuals.�Sentence starters for CER writing.�Use graphic organizers to scaffold content.�
• For advanced learners:�Challenge students to balance complex redox reactions in acidic/basic conditions.�Research a current event involving battery technology and sustainability (e.g., electric vehicles, grid storage).�Connect to biological redox (cellular respiration).

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