Ellen Ochoa
Famous Person: Ellen Ochoa
Related Topics:
Space Exploration
Astronauts
Inventors
Rockets
Education
Science
Grade Level: 5th/6th
Author:Terilyn Bell
Background
References
Activity
References
Objectives
Time
Allotment
Resources
Needed
Procedures:
1.Carousel
Brainstorming
2.
Oral History
3.Mini-Lecture
4.Venn
Diagram
5.Invention
Convention
6.
Journals
7.
Rocket Propulsion Experiment
8.
Bottle Pop
9.
Pencil Rocket Experiment
10.
Bottle Rocket
Assessment
Background:
Ellen Ochoa was the first Hispanic woman ever to be accepted into
the NASA space shuttle program. As a minority, Ellen's accomplishment
was unique, but even more amazing was the fact that she was chosen
out of 2,000 applicants to be one of only twenty-two that were
finally selected. Ellen's first shuttle mission also came sooner than
most astronauts. She had been selected into the space program in 1991
and in 1993 she had her first space shuttle ride. Ellen quoted to the
San Diego Union Tribune, "Usually it takes quite a bit longer; I got
lucky."
Not only is Ellen an astronaut, but she is an inventor. She has
three patents to her name in the area of optical processing. Ellen's
accomplishments are amazing for someone so young. She has
accomplished more at the age of 35, then most people do in a
lifetime. Ellen's accomplishments have benefitted our nation's space
program, but I believe her greatest assets to be the silent
contribution she has given to so many. One of Ellen's greatest
accomplishments has been getting to where she is today. She worked
hard to become what she is and the example that she has provided to
so many is one of hard work. Ellen's example has given hope and
encouragement to many, she has shown people how to believe in
themselves and to reach for what they want. Ellen says that "Only you
put limitations on yourself about what you can achieve so don't be
afraid to reach for the stars." (Flowers). Ellen herself has proven
that success lies within. Ellen's belief in herself is one of her
greatest strengths, she chose not to fear possible success but to
attain the success she saw herself capable of achieving.
Ellen's example stretches out to young people in schools all over the
nation. In her spare time she makes every effort to reach out with
encouragement and to share her story. She says, "I do as much
speaking as I am allowed to do. I tell students that the
opportunities I had were the result of having a very good educational
background. Educations is what allows you to stand out." (Martin).
She encourages students, especially girls, to study math and
science. She states that her hard work is what got her where she is
today and encourages others to work hard at whatever they do. She
says that, "Getting to be an astronaut is tough for anybody, not just
Hispanics or women. I don't think my background made it harder or
easier. I think it's just a matter of working hard to have a very
good education." (Martin). Ellen was offered a four year scholarship
to Stanford right after high school, but she turned it down to help
out her family. Ellen's mother was a single parent for the majority
of Ellen's life. Ellen stayed behind for two years to help her mother
with her brothers. Ellen never gave up her dreams though. After two
years at home, Ellen attended San Diego University where she received
her bachelor's degree in physics. She then went on to Stanford to
receive her master's and doctorate degrees in electrical engineering.
Ellen maintained a perfect GPA and graduated as valedictorian of her
class.
Ellen herself had wonderful role models she learned from and looked
up to. Sally Ride, another female astronaut, was one of her role
models. Ellen says that, "Sally made it possible for anyone to become
an astronaut." (John). Ellen's greatest influence though was her
mother, Rosanne Ochoa. Ellen's mother provided the example that
education is important and always stressed this to her daughter.
Ellen says that "My mom's been a big influence on me in that she had
to raise five kids a lot of the time on her own. She stressed that
education is important and that it opens up a lot of options."
(Martin).
As an astronaut, Ellen's opportunity of space flight has provided her
many opportunities to see things most people will only see through
pictures. Ellen found beauty out there. She says "The most exciting
thing was looking out at Earth from up there. It was beautiful."
(Martin). Ellen may have found beauty in the universe that we will
only see from a photograph, but Ellen herself exhibits a beauty far
greater than any picture. The beauty of her example will reach and
touch many lives and that is a beauty we can all see.
References:
John, Betty. (1996). Hispanic Scientists. Mankato:
Capstone Press.
Sinnott, Susan. (1991). Extraordinary Hispanic
Americans. Chicago: Children's
Press.
NASA, Lyndon B. Johnson Space Center.
(1996). Biographical Data. [On-line]. Available:
http:
//www.jsc.nasa.gov:80/Bios/htmbiosl/ochoa.html
Flowers, Sandra H and Abbott, Michael H. (No date listed). Ellen
Ochoa. [On-line]. Available:
http://www.db.erau.edu/women/contemporary/ochoa.ellen.html.bak
Martin, Lydia. (1993). Astronaut is thrilled by beauty of universe.
[On-line]. Available:
http://sbweb2.med.iacnet.com/infotrac/session/740/504/1483762/sig!n1.0
Allen, Angela. (1995). Focus On
Hispanic Americans. Huntington Beach, Calilfornia: Teacher
Created Materials.
Goldfluss, Karen J. And Sima, Patricia Miriani. (1993). Inventions. Huntington Beach, California: Teacher Created Materials.
Nelson, Kathryn. (No date given). Space: Social Studies Unit. Science p. 27. ERTC. Utah State University.
Vogt, Gregory L. Formated by: Smith, Nathan
Blaire and Nathan M. Jr. (1997). Bottle Rocket. [On-line].
Available:
http://www.teacherlink.usu.edu/nasa/rockets/activities/bottle/bottle.html
Vogt, Gregory L. Formated by: Smith, Nathan
Blaire and Nathan M. Jr. (1997). Pencil Rocket. [On-line].
Available:
http://www.teacherlink.usu.edu/nasa/rockets/activities/pencil/pencil.html
NASA. (No date given.). Classroom Activities And Information Sheets. Oberlin, Ohio. NASA CORE. ERTC. Utah State University.
1.Students will identify with Ellen Ochoa through activities similar to things she does, things she has accomplished, andthings she encourages others to do (inventions, journal, experiments).
2. Students will identify what makes a person a role model and will choose someone for their own personal role model.
3. Students will understand the invention process and will demonstrate this through an invention they themselves have created.
4. Students will develop an increased knowledge in the area of rocket science through experiments and activities.
5. Students will use and develop problem solving skills.
6. Students will identify and see common traits in positive role models.
Time
Allotment: Approximately
two weeks.
Resources
Needed:
2 liter Pop Bottles with plastic caps
Candle
Safety goggles
Matches
Water
Paper Cups
Glass Medicine Bottle
Stopper
Magnifying Glass
Many unusual items (shoelaces, construction paper, boxes, cups, milk
jugs, string, straws, modeling clay, tape, toothpicks, jar lid,
clothes pin, old dishes, paper towel tubes, tin cans, clothes
hangers, etc.)
Patent Application
Patent Certification
iron bailing wire
rubber bands
unsharpened wood pencils
pencil cap erasers
cellophane or heavy masking tape
heavy paper
file
pliers
white butcher paper
several different colored markers
Pre-built launch pads for pencil rockets
Pre-built launch pads for pop bottle rockets
1.
Carousel
Brainstorming. Students will be
assigned into small cooperative groups. The teacher will tape four
large pieces of butcher paper in five areas of the room. Five
questions will be assigned to each paper:
a.What makes someone a role model?
b.What are some examples of well known role models?
c.What are some examples of personal role models?
d.List your groups role models, both personal and famous.
e.List how these role models have affected your life.
Each group will be assigned to go to one of the question areas. Each
group will list their ideas to answer the question or statement. Each
group will be assigned a specific colored marker to write with. This
will help the teacher assess who has contributed what and make sure
that all groups have participated. Teacher will rotate groups after
each group has listed an appropriate amount of ideas on the paper. No
time limit will be set, the teacher will set that according to how
much each group has contributed.
2. Oral
History. Following the Carousel
activity students will choose a personal role model whom they can
interview. Each student will turn in their choice to the teacher.
Students will need a tape and tape recorder to interview their
person. Students will ask the person they have chosen questions
pertaining to the things that they admire in that person or things
that the person has done to influence the student's life. Students
will be required to make a poster summarizing this person's life and
their strengths. If able to, students should attach a picture to
their poster. If students can't find a picture, they can draw one of
this person. The teacher will have a sample poster made up of Ellen
Ochoa as a role model. Teacher will place all posters that students
make around the walls of the room. (See Appendix
for sample interview form.)
3.Mini-Lecture.
Teacher and students will discuss the results of the carousel
activity. Teacher will give background information on Ellen Ochoa.
Teacher will guide class in a discussion to determine if Ellen meets
the criteria for a positive role model. Teacher will take a class
poll on how many think Ellen meets the criteria. The teacher tells
the students that the class will spotlight Ellen as a role model for
the next couple of weeks. Ellen's poster will be placed on a special
bulletin board featuring her for two weeks. Teacher will pick three
posters to spotlight for role models for the week. These posters will
be placed in a special bulletin board featuring her for two weeks.
The teacher will also pick three posters of the students to spotlight
as role models for the week. These posters will be placed on a
special bulletin board. The teacher will choose three role models
each week to put on the bulletin board as a spotlight on role models.
Each student's poster will have the opportunity to be spotlighted.
During the spotlight each student will explain and share their poster
with the class.
4. Venn
Diagram.Teacher will draw a
diagram up on large sheet of white butcher paper. One circle will
represent Ellen Ochoa and the other circle will represent the
students' personal role models. Children will brainstorm
characteristics of Ellen Ochoa based on background information
presented. Students will then list the characteristics of their
chosen role models. Characteristics that are similar between Ellen
and the group's role models will be placed where the circles overlap.
Teacher will list all characteristics in appropriate circles.
Students will see common traits in positive role models.
5.
Invention Convention. Teacher
will discuss the process of inventing. Teacher will divide students
into groups. Each group will be given a box of odds and ends, these
are their supplies. Each group will be required to invent something
with the supplies in their assigned box. They must use only what is
in the box. To go along with their invention, each group must have an
explanation of what their invention does, the invention's name, and
the process they used to come up with the idea. Each group must meet
the criteria given above and must show this in written form. Each
group will be given a patent application to fill out as they complete
their project. They will submit the application to the teacher. If
invention meets the criteria given, the teacher will give each group
an official certificate of their accepted patent. Inventions will be
put on display with patent applications and certificates. Students
will also be required to keep a journal showing their ideas. They
need to include a "blueprint" of their invention in their journal.
Ellen Ochoa has three patents on inventions in the area of optical
processing. Students will learn the inventing process and apply it to
the activity stated above. As inventors, they will be able to
identify with Ochoa and the things she does as a scientist.
6.Journals.
Each person will be required to keep a journal for all science
experiments.
Students will be required to record all predictions made for each
experiment and for all results from each experiment. Students will
also be required to make journal entries describing the successes and
failures of their inventions. They may record ideas that helped to
form the product and they may draw sketches of their design. As a
scientist and inventor, Ochoa must record thought processes and
document results on her experiments. To get a feel for what Ochoa
does in her profession, students will keep journals for all their
experiments and for their invention convention.
7. Rocket
Propulsion Experiment. Students
will be assigned into groups. Each group will be given a paper cup
filled with water and a candle. Students will conduct the experiment
and write down their observations of the results of the experiment.
Before the experiment, students will predict as a group if the cup
will burn when heated by the candle. After the experiment, students
will predict why the cup didn't burn when the water was still in the
cup. Students will record all predictions made and make comparisons
between the before and after of the experiment.See explanation for
the answer. (See Appendix.)
This activity shows how a rocket is able to take off without burning
up. As an astronaut, Ochoa has had the opportunity to ride in a space
shuttle. To better understand the space shuttle process students will
perform activities 7-10. Ochoa has also encouraged students to study
more math and science. As a result of this challange, students will
be provided with opportunities in these activities to fullfill
this.
8.Bottle
Pop. Students will be assigned
into groups. Each group will be given two matches, a glass medicine
bottle, a stopper, and a magnifying glass.
Before the experiment, students will predict what will happen to the
bottle and the stopper. Each student will need a copy of the
instructions for the experiment (See
Appendix). Students will record
their predictions and compare them to the results after performing
the experiment. The burning matches represent burning gases on a
rocket engine. The magnifying glass represents the effect of the
sparkplug through the ignition.
9. Pencil
"Rocket" Experiment. Due to
time, a teacher may want to consider building the launch pads before
hand. Teacher will assign students into groups. Each group will be
given a launchpad and materials needed to create their pencil rocket.
Teacher will cut the notches for the students with the knife.
Students will take their rockets and launch pads outside. Students
will make predictions about how high their rockets will go and the
direction they will go. Teacher will lead discussion about the effect
the fins have on the rocket's flight. (See Appendix.)
10.Bottle
Rocket. Due to time, teacher may
want to build rocket launcher before hand. Teacher will take class
outside to launch rocket. Teacher will fill a two liter pop bottle
halfway with water. The teacher will place the rocket bottle on the
riser and begin pumping the tire pump until the rocket takes off.
Class will time how long it takes for the rocket to take off. Teacher
will assign students into groups. Each group will be required to
design a better rocket with a pop bottle or alternative sources they
can come up with. The first day will be drafting the rocket plan. The
second day will be the actual building and designing of the rocket.
The third day, students will go outside for lift off. Each group will
orally present their rocket design to the rest of the class. They
will explain their reasoning for their additions and/or changes. Each
group will then launch their rocket and evaluate if their design
helped or hindered their rocket. (See Appendix.)
Assessment:
1.Teacher will assess carousel brainstorming activity by
participation and contribution of each group. This will be done by
assessing the contributions written on paper with each group's
assigned color pen. Teacher will also assess to see if students lists
show what makes a positive role model.
2.Posters will be assessed by seeing if given criterion was met. (Summary of person's life and strengths.)
3.Inventions will be assessed by seeing if given criterion was met.(Written format of inventions name, explanation of what invention does, process of how the invention came to be, and blueprint of invention recorded in journals.)
4. Journals will be assessed to see if
predictions and results of experiments were recorded.
5. Group ability to work together and solve problems will be assessed
by teacher observation.
6. Bottle Rocket project will be
assessed by students oral presentation on their rocket design.
7. Venn Diagram will be assessed by students oral contribution
to the list. Teacher will assess the joined section of the diagram to
see if students identified common attributes between role models.
8. Participation in all activities will be assessed. By participating
in all activities, students will have been given experiences similar
to that of Ochoa's in order to help them better identify with
her.
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