When students hypothetically reach the various attractions (See Example Map 2), the class will go on a real field trip (by bus, walking, bicycle, etc., depending on the distance) to visit those attractions.

Example Map 1

2. Students will create and decorate a very large wall mural/map of the route, including the highlighted attractions. (See Example Map 1)

Students will each make their own small bicycles to mark their progress around the route (See Example Map 2), so that each will feel included. However, depending on the size of the class, and the varying abilities of the students, the class may be divided into teams so that they will not “compete” individually, but rather as small groups. That way no child will be left out or left behind if he/she does not ride as fast, as well, or at all.  If the class is divided into teams, the little bicycles the students have made will travel together in their teams.

Example Map 2

Students will learn about safe cycling (wearing helmets, signaling, bicycle handling, etc.) as well as about other physical activities, and health and nutrition.

Students will learn respect for each other’s space (not crashing into each other), and for each other’s feelings (not teasing students who may still on tricycles or riding with training wheels). 

If there are some children who do not know how to ride a bicycle yet, they will be allowed to roller skate, skateboard, walk, or run.  Parents should be informed in advance about this bicycle unit so that they can prepare their children if they wish.
 

4. Students will log their kilometers in a simple log, and will add their kilometers together each day. Students will also log the weather conditions on the days they do their rides – temperature, sun, rain, etc. Students can find this information on an approved internet website, through observations, and by using thermometers. 

Excel Log Example

The logs could be created in Excel and printed off for each of the students, or students could update their information within Excel (See Excel Log Example).  Students could write weather information, or could make use of stickers if the logs are printed, or clipart if they are being maintained within Excel.

Students can also work with small to-scale maps downloaded from the internet, or photocopied from an existing map, to measure distances between various places, for example, from the school to the park.

In addition, teachers can relate other aspects of mathematics to bicycles in areas such as shapes, predictions of when the total route might be completed, and so on.

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Book Cover Collection

Math:
1. Students will use a basic cycling log to record the distances they cycle, to total the distances together each day, and to record other information such as weather conditions.  This log can be created in Excel by the teacher and printed for the students to use manually, or the students could be allowed to enter their information into the Excel logs on the computer. (See Excel Log Example)
 
2. Students will work with measuring tools and small maps which have been downloaded from a map program on the internet such as Mappoint (LocalLive), or photocopied from an existing map, to locate and measure the distances between the various attractions on the large wall mural/map. 

3. Students will also observe and discuss bicycle shapes - triangle of frame, circles of wheels, etc.  They will draw and label the shapes they see.

 

Social Studies:
1. Students will create a large wall mural/map of the chosen cycling route around their neighborhood or town, including various existing attractions such as museums, parks, and so on. (See Example Map 1 and 2)

2. Students will learn about and visit (field trips) the attractions on their map.  With teacher supervision and guidance, students will look up the attractions on the internet, at the library, or in other sources of information such as tourist brochures, to learn about them before they go, and while they are creating the mural/map. 

3. During the field trips, students could take photos with small disposable cameras, and the teacher could make use of a digital camera.  These photos could be attached to the wall mural/map, and will be used in the final presentation. 

4. Students will write brief stories and descriptions of what they saw and learned, and will present some of these to the class. These stories and descriptions could be scanned and used in the final presentation.

5. Students will also learn to show responsibility to their community by learning about applicable traffic laws in their neighborhood, and obeying them as they ride their bicycles.  For example, students will learn about the traffic lights and signs and signaling while cycling.

Physical Education:
1. Students will ride their bicycles (or use another human powered method of transportation) around the school parking lot, or around the block, to accomplish some distance each day. The students could use a bicycle computer to keep track of their distances.  If there are one or two bicycle computers per classroom, the students could each take a turn using them. If no bicycle computers are available, the teacher can mark out a certain route and determine its distance.

2. Students will learn safe cycling skills on a course marked out for that purpose.  Students can read books on safe cycling, and teachers can refer to the available programs teaching safe cycling techniques.

• Alberta Infrastructure and Transportation - Traffic Safety - Educators: Bicycles
• Alberta Infrastructure and Transportation - Traffic Safety - Just For Kids: Bicycles
• Canada's Safety Council - Bicycle Safety
• Canadian Cycling Association's Can-Bike Program
• I'm Safe on My Bike by Wendy Gordon, Paul Gordon
• Safety on Bicycles by Kyle Carter
• Safety on Your Bicycle by Lucia Raatma

Safe Cycling Programs

7. Students will use a bicycle computer to keep track of their distance, if one is available.

6. Students and teacher will use PowerPoint or a word-processor to put their final presentations together.

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B) 2.1 Use Strategies and Cues
• Use prior knowledge - use knowledge of print, pictures, book covers and title pages to construct and confirm meaning
• Use comprehension strategies - use a variety of strategies, such as making predictions, rereading and reading on
• Use phonics and structural analysis - use phonic knowledge and skills to read unfamiliar words in context

C) 2.4 Create Original Text
• Generate ideas - generate and contribute ideas for individual or group oral, print and other media texts
• Structure texts - write, represent and tell brief narratives about own ideas and experiences

D) 3.4 Share and Review
• Share ideas and information - share ideas and information from oral, print and other media texts with familiar audiences

E) 4.1 Enhance and Improve
• Revise and edit - rephrase by adding or deleting words, ideas or information to make better sense; check for obvious spelling errors and missing words
• Enhance legibility - use appropriate spacing between letters in words and between words in sentences; explore and use the keyboard to produce text
• Enhance artistry - use words and pictures to add sensory detail in oral, print and other media texts

F) 4.3 Present and Share
• Present information - present ideas and information to a familiar audience, and respond to questions
• Enhance presentation - add such details as labels, captions and pictures to oral, print and other media texts

G) 5.1 Respect Other and Strengthen Community
• Relate texts to culture - talk about other times, places and people after exploring oral, print and other media texts from various communities

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A) Values and Attitudes
1.1.1 Value self and others as unique individuals in relation to their world:
• appreciate how belonging to groups and communities enriches an individual’s identity
• demonstrate respect for their individual rights and the rights of others

1.1.2 Value the groups and communities to which they belong:
• demonstrate a willingness to share and cooperate with others
• appreciate how their actions might affect other people and how the actions of others might affect them

B) Knowledge and Understanding
1.1.5 Distinguish geographic features in their own community from other communities by exploring and reflecting upon the following questions for inquiry:
• What are some familiar landmarks and places in my community?
• Why are these landmarks and places significant features of the community?
• What are some differences between rural and urban communities?
• Where is my community on a map or on a globe?

General Outcome 1.2 - Moving Forward with the Past: My Family, My History and My Community
Students will demonstrate an understanding and appreciation of how changes over time have affected their families and influenced how their families and communities are today.

A) Values and Attitudes
1.2.1 Appreciate how stories and events of the past connect their families and communities to the present:
• recognize how their families and communities might have been different in the past than they are today
• appreciate people who have contributed to their communities over time
• acknowledge and respect symbols of heritage and traditions in their family and communities

B) Knowledge and Understanding
1.2.2 Analyze how their families and communities in the present are influenced by events or people of the past by exploring and reflecting upon the following questions for inquiry:
• In what ways has my community changed over time (e.g., original inhabitants, ancestors, generations, ways of life)?

Skills and Processes for Grade 1
A) Dimensions of Thinking
1.S.3 Develop skills of geographic thinking:
• use a simple map to locate specific areas within the school and community
• ask geographic questions, such as asking for directions
• understand that globes and maps are visual representations of the world

B) Shape and Space (Measurement)
General Outcome: Estimate, measure and compare, using whole numbers and nonstandard units of measure.
Specific Outcomes:
• Select an appropriate nonstandard unit to measure length
• Estimate, measure, record, compare and order objects by length, height and distance around, using nonstandard units
• Sequence events within one day and over several days
• Compare the duration of activities
• Describe and compare temperatures, using the senses

C) Shape and Space (3-D Objects and 2-D Shapes)
General Outcome: Explore and classify 3-D objects and 2-D shapes, according to their properties.
Specific Outcomes:
• Identify, name and describe specific 2-D shapes as:

• circles
  
• triangles
  
• rectangles

B) General Outcome B: Students will understand, experience and appreciate the health benefits that result from physical activity.
Specific Outcomes:
Functional Fitness
• B1–1 identify healthy nutritional habits
• B1–2 demonstrate ways to improve personal growth in physical abilities
• B1–3 experience and improve continued frequency of involvement in cardio-respiratory activities

Body Image
• B1–4 recognize personal abilities while participating in physical activity

Well-being
• B1–6 describe how physical activity makes you feel
• B1–7 recognize the changes that take place in the body during physical activity
• B1–8 understand the connections between physical activity and emotional well-being; e.g., feels good

C) General Outcome D: Students will assume responsibility to lead an active way of life.
Specific Outcomes:
Effort
• D1–1 show a willingness to participate regularly in short periods of activity with frequent rest intervals

Safety
• D1–3 show a willingness to listen to directions and simple explanations
• D1–5 move safely and sensitively through all environments; e.g., space awareness activities

Goal Setting/Personal Challenge
• D1–6 participate in a class activity with a group goal; e.g., walk a predetermined distance

Active Living in the Community
• D1–8 identify and experience safe places to play in the community

B) C.6 - Students will use technology to investigate and/or solve problems.
Specific Outcomes
1.1 identify a problem within a defined context
1.2 use technology to organize and display data in a problem-solving context
1.3 use technology to support and present conclusions

C) F.3 - Students will demonstrate a moral and ethical approach to the use of technology.
Specific Outcomes
1.1 demonstrate courtesy and follow classroom procedures when making appropriate use of computer technologies
1.2 work collaboratively to share limited resources
1.3 demonstrate appropriate care of technology equipment
1.4 recognize and acknowledge the ownership of electronic material
1.5 use appropriate communication etiquette

D) P.1 - Students will compose, revise and edit text.
Specific Outcomes
1.1 create original text, using word processing software, to communicate and demonstrate understanding of forms and techniques
1.2 edit complete sentences, using such features of word processing as cut, copy and paste

E) P.3 - Students will communicate through multimedia.
Specific Outcomes
1.1 access images, such as clip art, to support communication
1.2 create visual images by using such tools as paint and draw programs for particular audiences and purposes

F) P.4 - Students will integrate various applications.
Specific Outcomes
1.1 integrate text and graphics to form a meaningful message
1.2 balance text and graphics for visual effect

• Books from library
• Large paper and craft supplies for wall map/mural
• Maps and ruler for measuring
• Bicycle or other human powered method of transportation (roller skates, skateboard, running shoes)
• Digital camera and disposable cameras
• Computer to use Excel, PowerPoint, and the Internet

Math - Students' logs will be assessed on a daily basis.  Their map and measurement assignment, and their shapes assignment will also be marked for accuracy and understanding.

Social Studies - Students will be assessed using a rubric for their stories and illustrations on their field trips.  They will also be given participation marks for their work on the wall mural/map.  There will be a short worksheet on traffic laws and signals.

Physical Education - Students will be given participation marks for being involved in the challenge. They will also be observed during the safe cycling portion of the lesson, and will be given a small quiz on safe cycling practices at the end of the lesson. Students will also be marked on a short nutrition worksheet.