Bike49 has now presented to over 3,500 students grades kindergarten to high school. Due to the wide variety of needs and abilities of schools, bike49 can present to individual classes up to entire school assemblies.
Bike49 has designed a lesson plan that incorporates geography, environmental science, and health education into one interactive lesson plan. Our presentation is very adaptable. Typically we spend the first portion of the class discussing our trip, goals, and bike touring. Then we divide the class into groups and rotate through centers that the teachers choose before our arrival. We also offer assembly style presentations for larger groups. These presentations are not just about teaching sustainability, but about inspiring students to dream big and create goals that test their strengths, challenge their bodies, and fill their lives with adventure and fun.
Geography, Science/Environmental Education, Health Education,
1. I can discuss transportation systems pros and cons.
2. I can set goals that challenge me.
3. I can name three reasons to try self-powered travel.
4. I can learn from expert bikers.
Introduction: We’ll start with an introduction of who we are and what we are doing. The following will be part of the introduction and take about 25 minutes.
Students learn where we have been, where their school is on a big map, and the number of miles and days it took to get to their school.
Present students with an assortment of photos of our trip. Photos will focus on diverse animals, unique places, and interesting people. Photos will be used as a tool to discuss healthy lifestyles and the importance of biking for our bodies, our communities, and our bodies.
Centers: (optional) Teachers choose one to four of the following centers. Teachers choose to either split class into groups (up to four) or do the centers as a class. This will depend on the size of class, space and time available, and interests of the teacher. Each center will require approximately ten minutes.
Exercise Fun: I can have fun while exercising.
Have students name ways to get exercise, and why it is healthy for our bodies? Students will share some favorite exercises. The group does a bit of exercise. We then brainstorm more fun ways to exercise, stretch, and a bit of deep breathing.
Global Solutions: I can find solutions for environmental challenges.
Students will review photos or stories from our trip that depict an environmental problem. Students will start by discussing why the described issue is a problem, and then offer solutions. (Road Side litter: a problem because toxins can leach into water supply. Solutions: don’t litter, pick up a piece of trash each day, buy goods that require less packaging…)
Space Required for Transport: I can visualize the space taken up by a car, a biker, and a pedestrian.
We will mark out the size of a typical car. Start with two students in the “car”. Next count the number of students that can fit in the space with their arms stretched out. This count represents the number of bikes in the same space. Now, have students put arms down, and continue counting students until the space is full. This count is the number of pedestrians that can fit in the space. Then we will discuss why space is an issue (loss of wild space, loss of urban green space, urban sprawl)
My Dream Bike: I can draw my dream bike.
Have students draw their dream bike. Older students could include their dream commute, including their image of a good street to bike on, what the buildings along their commute would be, and who they would see as they were biking. Show students our dream bikes.
Bike Equipment: I can list items needed for a bike touring adventure.
Students can unpack one of our bikes; learn about the gear we carry. We will discuss using second hand clothing, refurbishing an old bike, and making your own gear. Students will better realize that we carry everything we need on our bikes.
Trip Assessment: I can reflect on my transportation choices.
Have students list trips they take regularly. Discuss trips that could be traveled differently; self-powered travel, carpooling, the bus, or by combining trips. Discuss the pros and cons of transportation options.
Passenger Miles Per Gallon: I can compare the energy costs of different modes of travel.
We will calculate the amount of calories burned biking our route and convert this into the caloric equivalent of a gasoline. Students will compare amount of gasoline needed for our trip using different modes of travel: bus, train, plane, carpool, SUV, and a compact car.
Interested teachers should email us at: bike49 at gmail dot com