This Learning Module for year 3 and 4 students explores issues related to bicycle safety, bike maintenance and the importance of physical activity for good health.
Bicycle Safety, Bike Maintenance, Physical Activity, Health.
https://indiagetgreenblog.files.wordpress.com/2013/06/cycling-benefits.jpg
Outcomes:
Civics and Citizenship
The difference between 'rules' and 'laws' (year 4 ACHCK012).
Why laws are important? (year 4 ACHK013)
Movement and Physical Activity
Examine the benefits of physical activity and physical fitness to health and wellbeing (Year 3 & 4, ACPMP046)
Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (Year 3 & 4, ACPPS041)
Discuss and interpret health information and messages in the media and on the Internet (Year 3 & 4, ACPPS039)
Learning Intentions:
LI: identify the health benefits of cycling and physical activity
LI: identify ways to keep healthy and active
LI: Differentiate between organised sport and everyday/incidental activity
Learning Intention: To gather baseline data on your knowledge of road and bike safety and your level of experience riding bikes.
Learning Intention: To gather baseline data on student knowledge on road and bike safety and experience and use of bikes.
Students complete a survey on their previous experience and understanding of bikes, bike usage and bike safety.
Teaching tips
Purpose
Resources: survey attached
Learning Intention: To Discus and explore your prior experiences with bikes and bike safety.
Success Criteria
- Participate in the pre-survey on bike experience
- To identify some of the roles of a road user
Learning Activity- Brainstorm(Think/Pair/Share):
Brainstorm what you know about being a "Road User";
Sharing Activity- Whole Class
Each group receives their original question.
Each group elects a reporter who shares one idea, which is collated by the teacher on poster paper.
This procedure is continues until all responses are exhausted.
Students complete survey on Bike experience.
Kagan Structure: "Think, Pair, Share"
- Provide pairs with both questions on separate pieces of paper
- Give them a set timeframe to consider the question.
Lesson Two: Bike Usage
Learning Intention- To Look at the factors that affect the level of bike use.
Success Criteria
- Identify different reasons people use bikes
- Identify different reasons that people may choose not ride.
Learning Activity:PMI chart
Students view BTN video Tittled "Safe Cycling"
Students are given a PMI Chart to complete while viewing the story. Using this tool, list the Pros and Cons of Riding a bike.
Whole Class Sharing Activity- Drivers and Preventers.
Each student selects their top Pro and con from their PMI chart. They are given a post it note to record it upon and place it on the whiteboard under either the heading; Drivers or Preventers.
As a class, group like responses and discuss why these themes were common to the class
Learning Intention- To Look at the factors that affect the level of bike use.
Success Criteria
- Identify different reasons people use bikes
- Identify different reasons that people may choose not ride.
Learning Activity:PMI chart
Students view BTN video Tittled "Safe Cycling"
Students are given a PMI Chart to complete while viewing the story. Using this tool, list the Pros and Cons of Riding a bike.
Whole Class Sharing Activity- Drivers and Preventers.
Each student selects their top Pro and con from their PMI chart. They are given a post it note to record it upon and place it on the whiteboard under either the heading; Drivers or Preventers.
As a class, group like responses and discuss why these themes were common to the class
Orientate students in the learning intention and aspects of the lesson.
Watch Video-Students are to consider the pros and cons of riding a bike.
Video Link: www.abc.net.au/btn/story/53939318
PMI stands for "Plus, Minus and Interesting". This type of chart is used to record different viewpoints on a particular topic.
PMI Template- add.
Drivers and Preventers- Is a langford tool where participants record viewpoints for and against a topic.
LI: explain/illustrate how participating in movement games and increasing your incidental exercise helps you feel better.
At the end of this lesson you will be able to explain/illustrate how being physically active is connected to personal health and wellbeing. You will also have identified a personal goal for increasing your physical activity for the week.
Look at the list you created in the previous lesson: organised activity/sport and incidental exercise.
The teacher will pose some questions for you to consider and then you will share with a partner:
Use an iPad/tablet to research the current daily aims for physical activity/incidental exercise for the following groups of people:
Listen as your teacher introduces the Healthy Activity Logbook and explains how to complete it. You will use this to increase your physical activity and keep track of how you are feeling after participating in movement activities each day/week.
Note: Don’t forget to record your physical activity and incidental exercise each day for a week. You could even keep record at home!
LI: explain/illustrate how participating in movement games and increasing your incidental exercise helps you feel better.
The purpose of this lesson is to give students the opportunity to examine the links between participating in movement games and activities and personal health and wellbeing.
Refer back to the list generated by students in the previous lesson; organised activity/sport and incidental exercise. Using a Think-Pair-Share structure, ask students to consider how much of each kind of activity they do each week/day. Pose the question: How could you increase this number?
Work with the students to develop a personal goal/plan for increasing their physical activity/incidental activity for the week by introducing a Healthy Activity Logbook. Do students know what the current daily aim is for participating in physical activity? If students have access to an iPad/tablet ask them to find out the daily aims for:
Gather information from a few different sources and share.
Note: Set aside 5/10 minutes each day for a week for students to record their physical activity and incidental exercise. You may even send one home for students to keep record at home.
LI: identify the health benefits of cycling and physical activity
The purpose of this activity is to develop students’ vocabulary around naming the benefits of cycling and physical activity.
Initiate a class discussion about the positives of cycling and physical activity. Use questioning to guide and scaffold student thinking to help them consider cycling and physical activity as good because it:
This discussion may begin using a Think-Pair-Share structure where students are given the opportunity to think about the question to themselves, and then share their response with several different people before sharing with the whole class.
Record students’ responses and the above vocabulary on a class chart for display and future reference.
Fun facts!
Exercise is like fertilizer for your brain. All those hours spent turning your cranks create rich capillary beds not only in your quads and glutes, but also in your gray matter. More blood vessels in your brain and muscles mean more oxygen and nutrients to help them work, says Christie.
When you pedal, you also force more nerve cells to fire. As these neurons light up, they intensify the creation of proteins like brain-derived neurotrophic factor (BDNF) and a compound called noggin (yes, really), which promote the formation of new brain cells. The result: You double or triple the production of neurons—literally building your brain, says Christie. You also release neurotransmitters (the messengers between your brain cells) so all those cells, new and old, can communicate with each other for better, faster functioning.
Reference: http://www.bicycling.com/training/fitness/your-brain-bicycling, Selene Yeager, March 31, 2014.
LI: identify the health benefits of cycling and physical activity
At the end of the lesson you will be able to name at least three (3) health benefits/advantages of cycling and physical activity.
Participate in a Think-Pair-Share and whole class discussion about the how cycling and physical activity benefits people.
Listen to your teacher ask some guiding questions and consider your response. Share your response with a few other students. Be prepared to share with the whole class something a partner shared with you.
After the discussion, draw a picture that represents and includes several of the benefits of physical activity. Label your picture drawing on words from the class chart/display. This picture will show what you understand the benefits of cycling and physical activity to be.
LI: identify ways to keep healthy and active
LI: differentiate between organised sport and everyday/incidental activity.
At the end of the lesson you will be able to identify at least three (3) ways to keep healthy and active and recognise the difference between organised activity/sport and incidental exercise.
Participate in a Simultaneous Round Table activity. In your teams, listen as your teacher poses a question. Consider your response for a minute then write your response on your own piece of paper. When your teacher signals to, pass your bit of paper clockwise so that each teammate can add to the previous responses.
After the final rotation, your teacher will record some headings on the board to sort your ideas under. Listen as your teacher names each heading and explains what each means and how we will sort our ideas. Wait your turn as each student shares an idea from their page. Listen carefully so you don’t repeat ideas that have already been shared. You may want to cross off ideas on your list that has already been shared so you can keep track?
Look at the two lists. What can you say about this information? What is the difference between the amount of organized sport and incidental exercise/activity that we do? Does anything need adding to the list now that you know a bit more about incidental exercise/activity?
To show your understandings at the end of this lesson, answer the following question: How can you include/increase incidental exercise into your daily routine?
LI: identify ways to keep healthy and active
LI: differentiate between organised sport and everyday/incidental activity.
The purpose of this lesson is to give students the opportunity to share how they keep active and to distinguish between organised sport and incidental/everyday activity.
Using a Simultaneous Round Table Cooperative Structure (see notes below) pose question: ‘How do you keep your brain and body healthy and active?
Work with the students to sort the responses into the following categories:
Compare the two lists. What can students conclude about this information? What is the difference between the amount of organized sport and incidental exercise that students do? On which side do students sit mostly? Add anything extra to the list.
Pose the following question to students at the end of the lesson: How can you include/increase incidental exercise into your daily routine? This may be done as an Exit Pass or as a reflection in a journal/log book.
Simultaneous Round Table Cooperative Structure Notes:
Teams of 4
Differentiation: Students may draw their response instead of writing it.
Some notes about incidental activity may be found here: https://www.health.qld.gov.au/nutrition/resources/pa_incidental.pdf
LI: examine the reasons why people like to cycle and the greater benefits of this activity?
The purpose of this lesson is to look closely at one form of physical activity/incidental exercise and look at the reasons why people participate in it. At the end of this lesson you will have a greater understanding of how and why people in the community cycle.
Look back at the activities you recorded in your Healthy Activity Logbook by sharing with a partner and discussing the following things:
Canberra has some of the best mountain biking tracks in Australia and you probably will have seen cyclists commuting to and from work at some stage. Get involved in a class discussion about the reasons why people cycle to school/work and the benefits of doing this. Think about the benefits in the following areas:
The teacher will record your ideas and group similar ideas.
LI: examine the reasons why people like to cycle and the greater benefits of this activity?
This lesson may be completed as a discussion at the end of Activity 4 or as a standalone lesson depending on time constraints. The purpose of this lesson is to hone in on one form of physical activity/incidental exercise and examine the reasons why people participate in it.
Ask students to reflect on the activities they recorded in their Healthy Activity Logbook by using a Pair-Share structure. Reflect on whether these activities are organised or incidental and the experiences that students had before, during and after participating in these activities.
Canberra has some of the best mountain biking facilities in Australia and all students will have seen cyclists commuting to and from work at some stage. Identify those students in the class who cycle to and from school and involve all students in a discussion about the reasons why people cycle to school/work and the benefits of doing this. Some responses may include ideas from the following categories:
This may be done as a Think-Pair-Share structure. Record students’ ideas and categorise them using the headings above.
L.I. To identify potential hazards when bike riding.
L.I. To develop strategies to address cycling hazards.
You are now aware of the many benefits of cyling and may be keen to get out there and have a go! But before you pedal off it is important to think about the dangers or hazards you may come across when cyling. These dangers could be due to yourself, others or the environment. It is important that you have some strategies to avoid or deal with these dangers. .
Activity 1: Carry out 3 Rally Robins with your group and brainstorm the potential dangers or hazards you may come across when cycling due to:
As part of your brainstorm think about if you would face different dangers and hazards when cycling at school from when you are cycling in other environments. After each round one member from your group will read out all of the answers to your group. As a group you need to decide on your four favourite answers. Another member from your group will report back to the class. The class will make a class list of potential hazards.
Activity 2: Watch the video Ed's Excellent Bike Adventure. After watching the video, in your group, brainstorm ways to address the hazards that you have been allocated by your teacher. Develop rules that cyclists need to follow to ensure they are safe when cycling. Think about whether special rules are needed for cycling at school. One member of your group will report back to the class. The class will make a class list of rules for cyclists.
L.I. To identify potential hazards when bike riding.
L.I. To develop strategies to address cycling hazards.
Students are now aware of the benefits of cyling and may be keen to get out there and have a go. This lesson aims to raise students' awareness of the potential dangers or hazards they may encounter when cycling and help them develop strategies to counteract these.
Activity 1: Students carry out 3 Rally Robins with their group to brainstorm potential hazards they may come across when cycling due to:
Ask students to think about whether there are different dangers or hazards they may face if they were cycling at school as opposed to cycling in public areas. After each round one member from each group will read out all of their answers to their group, then decide on their four favourite answers. Another member from each group will report back to the class. Compile a class list of potential hazards.
Activity 2: Watch Ed's Excellent Bike Adventure video.
After watching the video allocate the different categories of hazards (themselves, others and environment) to different groups. Groups brainstorm ways to address the hazards and develop rules that cyclists need to follow to ensure they are safe when cycling. Ask students to think about whether different rules are required for cycling at school and cycling in public areas. Groups report back to the class. Generate a class list of rules for cyclists.
L.I. To identify rules for safe cycling.
We have come up with a list of rules for cyclists to help them safe. Now watch this video produced by the ACT Government and see what rules the ACT Government thinks are important in relation to cycling.
As a class discuss:
In your group, review the class list of rules for cyclists and discuss whether any additions or changes are needed in light of the video. One member of each group will shares their group's response with the class. As a class, make any necessary changes to the class list of rules for cyclists.
L.I. To identify rules for safe cycling
Activity: Watch this bike safety video produced by the ACT Government.
After watching the video as a class discuss:
Groups to review the class list of rules for cyclists and discuss whether any additions or changes are needed in light of the video. One member of each group shares their group's response with the class. Make any necessary changes to the class list of rules for cyclists.
L.I. To understand the difference between rules and laws.
L.I. To understand how rules and laws effect us.
Activity 1: In your group discuss:
One member of your group will share your responses with the class.
As a class discuss which of the items on your class list of bike safety rules are laws and which are rules. Discuss why or why not?
Activity 2: Watch BTN video on the potential introduction of bike licenses.
http://www.abc.net.au/btn/story/s4000826.htm
With a partner fill out a PMI chart on the Positive, Negative and Interesting aspects of introducing Bike Licenses as law.
Stand Up, Hand Up, Pair Up and share your responses on the PMI with several other pairs.
Discuss as a class:
Participate in a class vote on whether Bike Licenses should be introduced as law.
L.I. To understand the difference between rules and laws.
L.I. To understand how rules and laws effect us.
These activities links students' learning about bike safety to Civics and Citizenships Curriculum outcomes. Students' knowledge and understanding of bike safety rules is used to explore the use of and importance of rules and laws more broadly in society.
Activity 1: Explain that some of the rules we came up with for cycling are "laws" and some are "rules". In groups students discuss:
Groups share responses with class.
Explicitly teach that laws that are made by the Government (after debate and a vote) and are enforced by police and proscetutors. When you break a law (and you are caught) legal action will follow.The consquences for breaking laws can be harsh including fines or jail terms. Rules are more flexible and can be set by anyone (e.g. family rules, club rules, school rules, rules agreed by friends playing a game). Rules are more personal in nature and can be adjusted as circumstances change. Consquences for breaking a rule tend to be more mild in comparson to breaking a law.
eg driving speed in a school zone (law) and sun safety rules at school (rules).
As a class discuss which of the items on the class bike safety rule list are laws and which are rules. Why or why not?
Activity 2: Watch BTN video on the potential introduction of bike licenses.
http://www.abc.net.au/btn/story/s4000826.htm
In pairs students fill out a PMI chart on the Positive, Negative and Interesting aspects of introducing Bike Licenses as law. Use the Cooperative Learning structure of Stand Up, Hand Up, Pair Up to enable pairs to share their responses on their PMI with several other groups. Ask each pair to share their favourite or most interesting response with the class. Discuss as a class:
Hold a class vote on whether Bike Licenses should be introduced as law.
Lesson 8- Bike Safety and Maintenance
Learning Intention
Teacher models
- ABC Safety check. What should it look like?
Learning Activity- “A good fit helmet”
In a small Group, students are provided with a helmet each and the three two’s chart. Each student need to adjust their helmet to meet this method.
Learning Activity- ABC Safety Check
As a small group(or pairs if access to bikes is an option), students work with a functional bike. They are given the opportunity to preform an ABC safety check. Extension: Ask a partner to loosen a component of the bike for the partner to look for.
Alternative: If access to bikes isn’t an option, provide students with a blank outline of a bike. Students are to label the features of the bike which need attention under an ABC safety check. Extension: Students are to explain the purpose of that safety feature;brakes- to slow the bikes speed down.
Learning Activity- Helmet Comparision.
Using the “Comparing Helmets” BLM,
Student are to consider the functionality of a bike helmet compared with a cricket helmet.
Lesson Nine- Helmets and Safety
Learning Intention:
-For students to consider the attitudes and perceptions in community on bike helmet use.
- Consider the function of a helmet and how it aims to keep the rider safe.
- Understand how to fit a helmet correctly using the "three two's" finger method.
Lesson 9- Helmets: Safety on Wheels
Learning Intention:
For students to consider attitudes in community when it comes to helmet us.
Success Criteria
Orientation- Discuss;
-Why do we wear helmets?
- Why do some people choose not to wear helmets?
- What might influence your opinion of wearing a helmet?
Learning Activity- Helmet Jigsaw
Students form discussion groups and discuss one of the scenarios provided for “Helmet Jigsaw”. Groups are asked to identify two main points from their allocated texts.
Students then move to form their sharing groups where they outline their scenario and share their main points.
Whole Class Sharing- Polarized debate.
To gauge student perceptions of what there opinions may be about helmet wearing and use conduct a polarized debate. Ask students to move to a designated section of the classroom and ask them to think of one reason to share why they are standing in that position.
Students have the option of;
For, against or in the middle.
LI: apply knowledge in an appropriate/creative way
This lesson is the final lesson in this learning sequence. The purpose of this lesson is to give you the opportunity to apply your knowledge and skills you have learned from this unit. It will also give you the chance make an impact/change on yourself, others, local community, global community.
Your job is to promote bike riding as a form of beneficial physical activity/incidental exercise and communicate information about health and safety to others.
Your teacher will record the above ideas down on a class chart.
Now decide on which way you will present this information and complete the task.
Everyone will share their completed work at the end.
LI: apply knowledge in an appropriate/creative way
This lesson is the final lesson in this learning sequence. The purpose of this lesson is to give students the opportunity to apply the knowledge and skills they have attained over the course of the unit. It will also give students the chance to create something that is intended to make an impact on themselves, others, local community, global community at the same time as demonstrating their understandings.
Students will demonstrate their newly acquired skills and understandings and promote about safety, health and wellbeing with links to cycling.
Ask for student suggestions for how they may be able to apply what they know about health, bike/road safety, and biking.
Some options may include:
Students must promote bike riding as a form of beneficial physical activity/incidental exercise and include information and messages about health and safety.
Title: Bike Owl (Source); Fig. 1: (Source)