AURORA BOREALIS/NORTHERN LIGHTS

1) In northern latitudes, the effect is known as the Aurora Borealis (also known as the northern lights),
named after the Roman goddess of dawn, Aurora, and the Greek name for the north wind, Boreas, by Pierre
Gassendi in 1621.
2) In the northern hemisphere, as far as 200 miles above
the Earth, air molecules collide with electrically charged solar winds
blowing across the planets magnetic field. The collision causes the
air to light up and the colour variation depends on what gases are
present in the air. The color of the aurora depends on which atom is
struck, and the altitude of the meeting.

Green - oxygen, up to 150 miles in altitude
Red - oxygen, above 150 miles in altitude 3)
Blue - nitrogen, up to 60 miles in altitude
Purple/violet - nitrogen, above 60 miles in altitude

4) You can view the northern lights in autumn, through to spring when nights are dark and clear and
provide the perfect backdrop for the lights. September, October, February and March mean you wont have to
freeze but November, December and also January offer the darkest nights.

Cloudy conditions are no good and avoid a full moon which will give off too much light. Venture out late at
night or in the early hours when the air is crisp and clear. These are some tips to see Aurora Borealis in the
best conditions possible:
5)
Go to open rural areas with little light pollution
Check the weather forecast for clear conditions and solar forecast
for aurora activity
Pick a spot with a good view of the horizon to the north
Get as high as possible as it increases your chances of seeing
further into the distance
Go between 10pm to 2am
Take warm clothes, you'll be there a while
6)
A Winter Adventure in Churchill, Canada One of the World's Best Places to See the Aurora Borealis!
Keast, USA
We enjoyed the aurora borealis, swirling and scattering amongst the stars, more than we could have
imagined! We enjoyed it all: sitting in the special viewing carriage on the train, watching the frozen-white
landscape unfold, and the dogsled ride through the wilderness.
Ronald, Scotland
"I can be out several nights a week and I'll get up and go at any
time, even the early hours," says Chalmers. "I might get a text and
I'm out of bed and off. I've been known to stay out for 12 hours on
occasion. I get a few lectures off family about clambering around the
countryside in the middle of the night but it's my way of relaxing.
Seeing the lights is just magical, they can make me dance around
the place or shout out loud with delight. Some people might think
we're a bit odd but I don't think much can competed with watching
what goes on up in the sky, definitely not television."



ACTIVITIES
1) K-W-L chart. T sticks a poster of the chart on the board and explains Ss how to use it. Ss may write the K
and W sections by themselves. If Ss get stuck or dont remember facts about AB, the T may help with some
questions to refresh the info. 10top

2) Reading I- Headings (Extracting main ideas. Skimming). T hands out copies of an informative text on the
AB. Before Ss read the text, T writes some headings on the board. Then, Ss are asked to match the headings
with the paragraphs of the text by reading in a fast pace, not concentrating in much detail. 3 (to solve)

A) Why lights change color. D) Origin of the name.
B) Testimonies of the phenomenon. E) Explanation of the phenomenon.
C) Best months to appreciate AB. F) Tips for better seeing the lights.

3) Reading II- Reading for specific info (Scanning). T asks Ss to look in the text for:
a) who named the phenomenon, b) the distance from Earth in which the ph. occurs, c) the best hour to see the
lights and d) a good place in the world to see the lights. This activity is intended to be done orally and to take
2top. If most Ss really dont understand the info to look for, T will write request on the board.

4) Reading III- Understanding message of the text. True or False with evidence of both answers. 5 top

1. The lights are caused by molecules hitting solar
winds in a magnet field. T
4. The weather is cold where the lights are seen. T
2. The color depends on the gas and the altitude of
the collision. T
5. A spectator of the phenomenon dances at the
lights. T
3. Its a good idea to see the lights in full moon. F

5) Vocabulary I- Using online dictionaries. The words in the text that are highlighted are for Ss to look up
their meanings in a dictionary. Ss take notes on NB. The class may be divided into 4 groups to find meanings
faster. Ss share meanings among groups. (Cooperative Learning) 4 top.

6) Vocabulary II- Meaning from context. Write the underlined word in the text next to the definition. 3

T copies only this half.
1. To choose a place. Pick a spot
2. To put a name in honor of sth or someone. Name after
3. The prediction of weather conditions. Weather forecast
4. To produce light, that the light appears. Light up

7) Closure- Completing the K-W-L chart. Ss say or write facts they have learned about AB through the text
in the L section. They also check that they have learned things they wanted to from the W section. Things
that went unanswered are to be found by Ss for the next class.


If time is not enough to complete the whole plan, the activities left behind may be assigned for HW.

Also, if there is extra time, a Vocabulary III activity may be included by making Ss complete or invent
sentences using the words learned through the text.

It would be important to show the phenomenon through a video, the closest to real conditions of seeing
the lights as possible.
Or Ss may be encouraged to look for a video online in any device at hand in the class.
Even Ss may be asked to watch a video of the phenomenon in the house shared with the family. T may
ask about families reaction the next class.