Bicycle Safety Program Curriculum - Bicycle Transportation Alliance

137 Pages·2010·3.42 MB·English

d g
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Safe Routes
A n
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for Kids
Bicycle Safety Program
THE BICYCLE
Curriculum
TRANSPORTATION
THIRD EDITION
ALLIANCE presents
a comprehensive
program that
teaches traffic savvy
through classroom activities
and on-the-bike skills practice.
The goals of the extensive road,
and specifically on-the-bicycle,
education offered by this
program are to increase bike
ridership and safety among
youths so that they travel
predictably and safely.
Acknowledgements
BACKGROUND
The Bicycle Safety Program was CURRICULUM DEVELOPMENT TEAM
developed by the Bicycle Scott Bricker
Transportation Alliance through Bicycle Transportation Alliance
Program Director, author
a grant provided by the Oregon
Department of Transportation. Serra Sermet
Bicycle Transportation Alliance
This safety curriculum was
Program Manager, curriculum development, field testing, editing
modeled using the following
Karen Frost
programs and educational
Bicycle Transportation Alliance
materials:
Catherine Ciarlo
Traffic Safety Education Guide. Bicycle Transportation Alliance
Editing
University of Florida, Gainsville
(1998) Corinna Wilborn
Grapheon Design
Effective Cycling: Kids II. League of
Design, layout
American Bicyclists
Lizzy Caston
Basics of Bicycling: Version 1.1.
Review, evaluation
Bicycle Federation of America
Kids on Bikes In Chicago
ART
(Pamphlet). City of Chicago
Justin Short
The Alaska Bicycle Driver’s Guide
Illustration
(Booklet); State of Alaska,
Department of Public Safety Tom Frisch
Computer illustration
Training Programs for Bicycle Safety.
Harborview Injury Prevention and
Research Center (1998)
CURRICULUM COMMITTEE
Effective Cycling. John Forester, (REVIEW AND CONSULTATION – 1999)
MIT Press (1984) David Mesirow
Principal (retired)
PROGRAM SPONSORS Kathy Smith
The following sponsors gave Teacher – Health MS
essential financial and materi- Jessica Lawrence
als support that made our first Teacher – Health MS
year a success. Greg Wilson
Planner, City of Corvallis
Ira Grishaver
Community Cycling Center, Director
Jo Ann Fairchild
Trauma Nurses Talk Tough
Sky Brigner
Planner, Metro
Barbara Plummer
Planner, City of Portland
Other special thanks in getting the program going to ODOT, Mike Morrison at Trauma Nurses
Talk Tough, Deb Hogan, and the teachers including Nancy Phillips, Julie Ponder, Nancy Meitle,
Kathy Smith, Jessica Lawrence, Cara Ungar and Jim O’Horo.
©2003 Bicycle Transportation Alliance
Table of contents
CHAPTER PAGE
INTRODUCTION Introduction to the Safe Routes for Kids Bicycle Safety Program . . . . . . . i
OVERVIEW Overview of cycling program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
LESSON 1 Bicycle ridership and safety. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Purpose: Students learn traffic laws and the civic responsibility ofriding
LESSON 2 Helmets, gear and bike parts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Purpose: Students learn the benefits ofand to properly fit a bicycle
helmet; they learn parts ofthe bike
LESSON 3 Laws, hazards, and repair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Purpose: Students review traffic laws, address riding hazards and
repairing flat tires
LESSON 4 Traffic simulation; fitting bikes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Purpose: Students learn proper intersection behavior, seat placement,
bicycle maintenance and sizing ofbicycles
LESSON 5 Controlling, stopping and signalling. . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Purpose: Students learn primary bicycling maneuvers including
scanning for traffic
LESSON 6 Riding with traffic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Purpose: Students learn proper cycling techniques for riding in traffic
LESSON 7 Intersections. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Purpose: Students learn to yield and properly turn through intersections
and driveways
LESSON 8 Hazards and emergency avoidance . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Purpose: Students learn to identify and avoid bicycling hazards
LESSON 9 Neighborhood bike ride / Bike rodeo . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Purpose: Students either go on the road for a practice ride or go through
a series ofbicycling activities
LESSON 10 Neighborhood ride and written test . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Purpose: Students either go on the road for the final test practice ride or
go through a series ofbicycling activities for post-testing
RESOURCES Additional learning resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
HANDOUTS Handouts and worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
INDEX Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
B I C Y C L E T R A N S P O R T A T I O N A L L I A N C E ’ S
INTRO
Welcome ii
What students learn iii
Background of cycling
education iv
Overview of lesson plans v
Starting and implementing vi
Getting help vii
Safe Routes for Kids
Statewide Education Goals viii
Bicycle Safety Program
OVERVIEW BACKGROUND
Teachers, you are about to offer your students the national award-winning Safe The BICYCLE TRANSPORTATION
Routes For Kids education program, a comprehensive two-part program that ALLIANCE (BTA), a 501 (c)(3) a non-
teaches bicycle safety education and transportation alternatives and solutions. profit organization, works to promote
bicycle use and to improve bicycling con-
The Bicycle Safety Program curriculum teaches traffic savvy through classroom
ditions throughout the State of Oregon.
activities and on-the-bike skills practice. Working with the Bicycle Transporta-
Active since 1990 in the Portland metro
tion Alliance (BTA), a statewide non-profit organization, will make it easy.
region, BTA members work in partnership
BTA instructors are working with classes throughout Oregon and Southwest
with citizens, businesses, community
Washington, bringing bikes, helmets and other program materials to make your organizations and government agencies to
program a success. make our communities in Oregon safer,
more pleasant and more livable.
Why is the BTA offering all of these resources? Because children face a greater
In the Fall of 1998, the BTA began
likelihood of death or disability through traffic related crashes than any other
implementing its new Bicycle Safety
cause. Children between the ages of 10 and 14 have the highest rate of bicycle
Program. The Bicycle Safety Program
crashes for all age groups and since youths are usually at fault, a majority of
began with seed money provided by the
crashes can be avoided through education. The BSP is also a great way for
Oregon Department of Transportation,
youth to stay active and healthy. At a time when obesity amongst children and Transportation Safety Division. The BTA
adults has reached epidemic proportions, bicycling is an excellent and efficient implements the Bicycle Safety Program
means to meeting daily physical activity needs. in schools throughout Oregon and SW
Washington, provides support, trainings,
Youth use the roads for bicycling everyday. Yet roads can be hazardous and chil-
equipment, and implementation services.
dren are not formally educated to skillfully maneuver on the streets. As our The BTA has taught this program to over
-children get older, they also increase the distance they travel and are thus 14,000 children in Oregon and SW
exposed to higher traffic streets. Studies show that parents grant their children a Washington. In June of 2003, the BTA
greater degree of freedom to travel from home (called home range) between the received the National Bicycle Education
Leadership by the League of American
ages of 10-12. These freedoms typically coincide with the move from
Bicyclists at their National Bicycle
elementary to middle school. Parents are justified to grant preadolescents more
Education Leaders Conference. The BTA
freedom because their mental, physical, perceptual, and coordination abilities
has extensive experience with teaching
are rapidly increasing to adult capacity. The extensive road, and specifically on-
bicycle safety, this third edition includes
the-bicycle, lessons offered by this program are designed to increase bike refinements as a result of field experience
ridership, physical activity and safe and predictable riding amongst youth. and evaluation.
i
Safe Routes for Kids Bicycle Safety Program
BACKGROUND LESSON
Goals for Bicycle Safety Welcome to the Safe Routes for
Program
Kids Bicycle Safety Program
• Increase safety of youth
bicyclists
• Increase the number and
frequency of children riding The Bicycle Safety Program (BSP) is a comprehensive curriculum, funded by
their bicycles the Oregon Department ofTransportation, with a goal to teach 4th-7th grade
• Improve the lives of children students to travel safely on a bicycle. Students learn the traffic rules and
by improving health, learning regulations, the potential hazards to travelling and handling skills needed to
capacity, independence, and cycle effectively, appropriately and safely through their community. The BSP
community conditions for promotes safe youth cycling and offers on-the-bicycle training; the BSP also
bicycling.
uses hands-on in-class lessons to teach safety concepts and laws. The
curriculum is geared to meet Oregon’s statewide health and physical education
Benchmarks. A series of corresponding optional activities are offered that meet
reading, math, science, social science, and civics Benchmarks. Many of these
optional activities are also found in the Safe Routes for Kids – Transportation
Alternatives and Solutions curriculum.
Ten cycle safety lessons, lasting 55 to 60 minutes each, are provided in this
book. Of the ten lessons, four are in-class and six are on-the-bicycle. The
lessons are developed to be taught on consecutive days but can be taught over
the course of multiple weeks. (Note: A variety of lesson plans from 7 to 10 hours
are provided in the next section, Overview of Cycling Program [p. xi]).
The Safe Routes for Kids learning package includes the BSP and the Transpor-
tation Alternatives and Solutions curricula that are designed to coincide with
other school-based bicycle advocacy and education programs. Expanded Safe
Routes for Kids lesson plans may include graphing bicycle ridership to school,
survey of students’ transportation behavior, mapping safe bicycle routes, and
learning the principles of physics that apply to a bicycle. In-school promotions,
such as the Bike to School Challenge and Walk to School Day, can be organized
and students can learn to organize an event and record the effects of their
promotional efforts.
The Safe Routes for Kids curriculum packages is a perfect school-based
learning model that is part of the international Safe Routes to Schools model.
The Safe Routes to School model starts with an adult driven task-force that
helps determine needs and solutions to schools traffic safety. In Oregon, the
Department of Human Services developed an Oregon Safe Routes to School
Supplement, see www.dhs.state.or.us/publichealth/hpcdp/index.cfm or call
[phone] for references. The National Highway Transportation Safety
Administration (NHTSA) also developed a toolkit that guides community
members and school administration to run Safe Routes to Schools programs
and helps connect the classroom and children to the adult-led process.
ii
I N T R O D U C T I O N
LESSON BACKGROUND
What students learn Statewide Common Curriculum
Goals
A primary objective is to have students
The curriculum teaches children to ride bicycles properly and safely. Because of achieve the Statewide Education Goals
high crash rates and riding activity, the BSP is geared for 4th-7th graders. The for health and physical education. By
implementing the journal assignments
BSP emphasizes educating students to cycle by the traffic laws in order to make
and the Investigation Activities, the
them safe and predictable cyclists. The BSP also promotes cycling as a way to
curriculum can meet writing, math,
increase independence and physical activity for an increasingly overweight
science, civics, and social science
youth population. Benchmarks. Elements of the BSP and
other bicycle curriculum may be used
During the Bicycle Safety Program, students learn:
to further investigate any of the above
education areas (a) see page viii for list
• Communication skills
of Curriculum Goals; b) see page 89 for
• Writing skills curriculum resources.
• Team building skills
• Using a bicycle for an active and healthy lifestyle
• Rules of road and riding predictably — including intersections, traffic signs,
riding position, looking back for traffic
• Riding skills to avoid hazards
• Properly fitting a helmet
• Bicycle laws
• Benefits of cycling
• Basic mechanics
By the conclusion of the program, students should be able to:
• Explain traffic rules and regulations that pertain to cyclists. Students should
be able to demonstrate this behavior on a bicycle including traveling in the
proper direction and location, turning and yielding through intersections.
• Demonstrate the ability to work in a team setting, communicating with the
team’s members, self-esteem building, and general assertiveness.
• Discuss the most common cause for crashes, identify riding hazards and
demonstrate an understanding of hazards avoidance maneuvers on a bicycle.
• Properly fit a bicycle helmet on their head and recognize the symptoms of
improper fit.
iii
Safe Routes for Kids Bicycle Safety Program
BACKGROUND LESSON
The Bicycle Safety Program is: Background of cycling education
• a successful program that has
reached over 14,000 students.
This curriculum is a product of extensive research and application. It is based
• geared for Oregonians and Oregon’s
on similar successful programs implemented in Florida, Montana, Minnesota,
driving regulations.
and by national cycling organizations such as the League ofAmerican Bicyclists
• researched and developed by avid
and the National Center for Bicycling and Walking. The above programs have
cyclists.
been documented as effective in reducing bicycling related crashes causing
• reviewed by teachers, principals,
injury and fatalities among youths (see Training Programs for Bicycle Safety.
health officials, bicycle planners, and
Harborview Injury Prevention and Research Center, 1998). In addition to
other cycling service providers.
research, this curriculum has been taught to over 14,000 children in Oregon
• focused on providing on-the-bicycle
and SW Washington.
training.
On-the-bicycle trainingdone in a comprehensive mannerare the two elements
• teaching children at the time they are
venturing into high traffic streets and that make the BSP effective in teaching youth. Bicycle programs that are com-
are most susceptible to bicycle crashes. prehensive and that put kids on bicycles have been show to be effective in teach-
ing riding skills and decreasing the rates of bicycle-automobile crashes. In con-
Theories that the BSP are based on: trast, the Harborview Injury Prevention report states that short-term programs,
• proper training will decrease crashes such as a two-hour program implemented in Canada, are inadequate: it “was
today as cyclists and tomorrow as both
not effective in improving safe cycling behavior, knowledge, or attitudes among
cyclists and automobile drivers.
fourth grade children due to its inadequate time frame” (page 3).
• decreases in crashes will bring about
The BSP also serves as an early segment in a continuum in traffic safety educa-
a healthier population.
tion. Young drivers, often lacking extensive drivers education, impose the
• bicycle riding is an excellent source of
highest risk to the safety of other vehicle operators and pedestrians. Yet children
exercise for an increasingly unhealthy,
that were “previously trained in bicycle safety transfer their knowledge and
inactive and overweight youth popula-
tion. Promoting cycling as a means of skills to motor vehicle driving skills and safety” (Stutts and Hunter, 1990 and
transportation will develop a population McArthur, 1998 as in Harborview). Therefore, the BSP not only benefits
of more active and healthy youth and children, but benefits the entire community by providing more education and
later adults.
by potentially decreasing deadly motor vehicle crashes.
• youth over the age of 10 are travelling
further, have increased mental and
physical abilities and are generally
allowed greater freedoms and an ex-
tended “home range”. Children should
receive bicycle safety education during
or soon after their 10th year.
iv
I N T R O D U C T I O N
LESSON BACKGROUND
Overview of the lesson plans Throughout this curriculum, you
will see the following guideposts to
quickly and easily guide you to the
information you are looking for:
CURRICULUM LENGTH AND STRATEGY
Discussion
dis cussio
n
Indicates that the
material is for general
The curriculum provides four in-class lessons that will stimulate students by 5
class discussion, and
MINUTES
showing interesting videos and conducting hands-on exercises such as bicycle
can be read aloud.
helmet fit and flat tire repair. Six on-the-bicycle lessons are fun for students and
The estimated completion time is
progressively build riding skills so students are able to safely ride on the street.
indicated at bottom. At the begin-
The lesson plan as laid out in this curriculum is divided into two sections: ning ofeach chapter, this icon
appears as .
• Lessons 1-4: In-class activities
In the “Lesson”column (at left),
• Lessons 5-10: On-bike activities
material to be read aloud is indicated
by this style and indented:
A program overview of each lesson and their activities are provided starting on
page xi. In this section we provide a variety of lesson plan formats ranging Here is a sample of text
between 7-10 instructional hours. The curriculum in this book is laid out in 10 intended as interactive
one-hour lessons, see page xii. A newer strategy that the BTA uses for this third class material.
edition is to integrate in-class and on-bike activities, getting students biking by
Day 3 to pique their interest. See page xiii for this format. Other lesson plan
Activity
formats include:
This icon indicates
• Eight 50-minute classes that introduce bikes early that the material is an
5
MINUTES activity to be carried
• Ten 45-minute classes
out by the entire class.
• Seven 1:20-minute classes The estimated completion time is
indicated at bottom. At the begin-
The flexibility of the BSP allows teachers to shift the order, amount of time
ning ofeach lesson, the simplified
spent and delete activities from the base 10-hour lesson plan.
version appears as .
The ten lesson, lesson plan is designed to teach and reinforce the essential
In the “Lesson”column (at left),
safety components to students. The seven lesson format will teach students all
activity information is set in this
elements of the course but will not provide essential reinforcement. Alternative
type style:
lesson plans shorter than seven instructional hours will fail to provide the
minimum exposure to all of the essential bicycling safety activities. Here is a sample of directional
information, meant to be read
Each individual lesson plan is formatted like a chapter. The lesson plan provides
ahead of time.
an overview of the lesson, the health and physical education goals achieved by
the lesson, description of the activities, details of and how to administer the
activities, required materials, and copies of handouts for each activity. Starting ho mewor Homework
on page 89is information to assist teachers, such as a complete list of required k Indicates a homework
program materials, ways to find additional resources, guides, curriculum, assignmentor journal
samples of letters to parents, and additional readings. entry to be made indi-
vidually by the students. At the
beginning ofeach lesson, this icon
appears as .
v
Safe Routes for Kids Bicycle Safety Program
BACKGROUND LESSON
Starting and implementing
The Bicycle Safety Program runs like a well-oiled chain once your equipment is
ready, the school administration is on board and community involvement is in
place. Read through the curriculum before implementation. It is helpful to
review the Materials Checklist, on page 90, to get a complete list of the items
you will need. As you consider all of the program logistics that should be in
place prior to running the BSP, you may decide to contact other community
groups to provide supporting materials and volunteers. Please use the list below
for ideas on where to find help with certain aspects of the program.
Bicycle Transportation Alliance: Teacher trainings, program materials assistance,
program set-up, program implementation.
School Administration: Field trip or off-campus approval for community rides,
insurance and liability issues, parent volunteer recruitment, storage of program
bicycles, storage of students’ bicycles.
Parent Teacher Organizations: Parent volunteers for on-street lessons, funding.
Other school support possibilities: School Police officer, safety administrator,
Americorps member.
Police Bureau Traffic Safety Section: Escort for on-street practice and
community rides.
Trauma Nurses Talk Tough: School-wide safety presentations, possible
helmet sales.
Hospital: Helmet donations, caps to prevent transmission of lice.
Community Members: Volunteers for on-street lessons and community
ride days.
Bike Shops: Mechanical support before and during program, equipment
purchasing assistance, volunteers for community ride days.
Bike Clubs: Volunteers for on-street lessons and community ride days, funding.
Businesses: Volunteers for on-street lessons and community ride days,
financial support.
vi
I N T R O D U C T I O N
LESSON BACKGROUND
Getting help with implementing For more information, please contact:
Scott Bricker
the curriculum
Bicycle Transportation Alliance
P.O. Box 9072
Through a start-up grant from the Oregon Department ofTransportation, Portland, Oregon 97207-9072
Traffic Safety Division, and additional funding from many organizations, the
[phone]
BTA is training teachers and community members to implement the program.
[email protected]
The Teacher Training is offered as a graduate or undergraduate credit course
www.bta4bikes.org
through Portland State University; the training can also be taken for no credit.
The BTA will administer resources to assist with the implementation of the
BSP. Support includes: acquisition of bicycles; coordination with community
members and services; training; curriculum development; and in-class support.
The BTA will work to make each school it visits a “bike-friendly school”
through an assessment of the bicycle parking facilities, promotion of bicycling
through safety activities and working with school staff and administration to
support increase cycling.
Also see pages 92 and 95 for a list of organizations and materials that may be
useful in implementing the program.
vii