Aurora Borealis

Lesson 1 Nov. 26
60min 1:30-2:30
GENERAL OUTCOMES
Component 4 -4 MAIN FORMS AND PROPORTIONS: Students will perfect
forms and develop more realistic treatments.
Component 6 QUALITIES AND DETAILS: Students will refine surface qualities
of objects and forms
SPECIFIC OUTCOMES
A. Shapes can suggest movement or stability.
B. Many shapes are symmetrical.
C. Images can be portrayed in varying degrees of realism.
E. Landscapes can show middle ground, background and foreground.
F. Size variations among objects give the illusion of depth. Colour can be made to appear dull or
bright.
C. Gradations of tone are useful to show depth or the effect of light on objects.

CROSS-CURRICULAR CONNECTIONS
Language Arts
5.2 work with a group
o Contribute ideas and information on topics to develop a common
knowledge base in the group
NUMERACY/LITERACY; ENGAGED/ETHICAL/ENTREPRENEURIAL STUDENT
Engaged thinker numeracy, know how to learn
Ethical citizen think critically, manage information
KAGAN STRATEGIES/INSTRUCTIONAL INTELLIGENCES
Think pair share
MULTIPLE INTELLIGENCES/LEARNING STYLES
Auditory
Visual
Tactile/kinesthetic
BLOOMS TAXONOMY GUIDING QUESTIONS
Think pair share with a partner explain what they know about the northern lights
and if they have ever seen them
MATERIALS
Pastels

MANIPULATIVES
Smartboard (notebook presentation)

Chalk or chalk pastels

Black construction paper (3 each)
Pencils
Paper towels

TEACHER ACTIVITIES
Anticipatory Set (Hook)
Ask who has ever seen the
northern lights
Watch video on Aurora Borealis
Ask students what makes up the
northern lights? Think pair share
(Energetic particles (Solar Storm)
are released by the sun and travel to
earth's atmosphere where they get
caught in the earth's magnetic
fields. These magnetic fields grab
the particles and bring them to the
North and South Poles of the earth.
When the particles combine with
Oxygen (greens and blues) and
Nitrogen (reds, purples) gas in the
thin upper atmosphere of the polar
regions they glow. Greens are the
most common and closer to the
earth, Reds are usually higher in the
sky. Although Auroras happen
during the day too - they are only
visible at night. Just the opposite of
a rainbow. The Northern Lights are
called Aurora Borealis and the
Southern Lights are called Aurora
Australis.)
Go through rest of the slides
[6 min]
Practice/Development
Pencil
Start the lesson by demonstrating
and then having them draw a line
horizontally across their paper
about an inch above the bottom.
Then I'll draw the hills and so will
they

STUDENT ACTIVITES

Explain to a partner what they know

about the northern lights

Draw horizontal line

Draw hills

Pastel (greys, blues, purples no

white)
outline each area so there is a black
space in between to define the
shapes

The area at the bottom can be either

a field of snow or even a river filled
with chunks of ice, and mountains
in the background.
Chalk pastel

After they do their own oil pastel

portion, demonstrate the chalk
pastel and have them do some
guided experimenting before
turning them loose to create. Hand
black paper and paper towels for

Outline each hill so there is a black

space in between

Fill in mountains and river or ice

field

the students to wipe their hands

since these materials are messy.
After experimenting
They should start with just a few
lines drawn in pencil to guide them
with the Aurora Borealis.

Then lay down an area of dark blue

using the side of the chalk pastel press lightly and keep the area just
above the mountains
empty/black.

Experiment on scape paper

Start with a few lines (pencil)

Use side of chalk pastel and fill in

background

Experiment with northern lights on

another piece of scape paper

Chalk and oil

I used Greens and Blues - mostly on

their sides at first and drew with an
upward motion, trying to show
movement in my sky.
Give my students another piece of
black paper to experiment on
Emphasize how the direction they
use to draw with the pastels will
create movement within their
landscape. Also emphasize
pressing very lightly with the
pastels on the paper - putting the
color on where they want it and
leaving it alone. They should work
dark to light. That's how they get
the colors be seen separately and
not all blended together into one
muddy area of color.
Repeat instructions back and

write on board

I'll give them a few minutes to

experiment on another piece of
paper.

I didn't use any white for the Aurora

I 'feather lightly' used some blues,
then purple and finally a little red in
the top ones. I added some light
green and yellow to try and get
them to glow like the photos.

I used my finger to blend the lower

edges of the Aurora - I will
demonstrate this for the students
and have them try it too.

Add light green and yellow

Use finger to blend the lower edges

of the Aurora

Experiment on paper and add stars

Repeat instructions back

Ghost walk

Chalk and oil

Once they decide they are finished

add stars
Experiment on scape paper
Use varying sizes and shapes/dots
some tiny and some larger
Try to get a balanced amount
Write name on back
[45 min]
Check for Understanding
Repeat instructions back
Closure/Reflection
Have students do a ghost walk to
look at everyones pictures
[3 min]

MODIFICATIONS and EXTENSIONS

If there is still time at the end have students create another picture
If time is limited dont have students do a ghost walk
EVALUATION and ASSESSMENT
Observations to see that students are following instruction
NOTES AND REVISIONS