Cycling+across+the+curriculum

Here are some suggestions for ways to get students "cycling across the curriculum": // Biography // Have students read about a famous cyclist and write a book report or biography. The local or school library should have age-appropriate books on these people:
 * Cycling across the Curriculum**
 * Language Arts**
 * **Lance Armstrong**—Cancer survivor and 5-time winner of the Tour de France.
 * **Hayden Ralston**—Tour of Southland 2007 winner.
 * **Sarah Ulmer**—Past NZ Olympic Champion.
 * **Scarlett Hagen**-NZ Moutain Biker

// Poem // Invite students to express themselves through poetry by creating a cinquain or a diamante about an aspect of bicycles or bicycle safety.

With this five-line poem, you can reinforce parts of speech and provide an elegant way for students to express bicycle-related knowledge and undersatndings.
 * CINQUAIN **

Line 1: One word; the subject or title (noun) Line 2: Two words; describe the subject (adjectives) Line 3: Three words; show the action of the subject (verbs) Line 4: Four words; express feelings about the subject (phrase) Line 5: One word; alternate version of the subject or title (synonym)

Some people say it's called a diamante because dia means "opposite." Others say its because the final result looks like a diamond. Either way, a diamante is a seven-line poem that compares and contrasts two things or ideas. The first is stated in Line 1, its counterpart on Line 7. It's perfect for the subject of a two-wheeled device!
 * DIAMANTE **

Line 1: One noun or phrase. Line 2: Two adjectives describing the noun in Line 1. Line 3: Three action words (participles) describing the noun in Line 1. Line 4: Four adjectives. The first two describe the noun in Line 1; the second two describe the noun in Line 7. Line 5: Three action words (participles) describing the noun in Line 7. Line 6: Two adjectives describing the noun in Line 7. Line 7: One noun or phrase, the opposite of the noun in Line 1.

// History of the Bicycle. . . in Context // Have students learn about the history of the bicycle by reviewing the [|timeline]. Then build connections to history topics by having students create their own timeline that pairs key dates in cycling history with important national and international events in politics, the arts, and science. // Ask the Expert // Invite a local safety expert, or cycling entusiasist- to make a presentation to your class. Consider PEO's, ACC, City Council, District Council, Cycling Southland or other agencies. // Get Graphical // Provide each student with a class list. Have each student survey all classmates to find out the answers to these questions. Have each student graph the results. Use the results to create math problems for students to solve. For example, ask students to calculate what percentage of boys has a bicycle; what percentage of girls have a helmet; and so on.
 * Social Studies**
 * Math**
 * Do you have a bicycle?
 * Do you have a helmet? (These are are starting point only)

// Get in Gear // Use bicycles to showcase physical science in action. Have students explore the science behind gears, learn how bicycle gears work, and discover other inventive aspects of cycling at [|"Science of Cycling."]
 * Science**