The+Bicycle+Curriculum

What has emerged in Spring 2009 is that we have a very talented BMX bike rider (who can also handle a unicycle while playing the guitar!). Because of Joel's ability, we are exploring how bicycling can be part of a classroom. We feel this is important for many reasons. One is that a unit on bicycling would be enormously attractive to many students who are less engaged with school. We believe that the entire curriculum can be taught through a focus on bicycles. We believe that a unit on bicycling encourages students to be active in their bodies, which not only counters the unfortunate obesity epidemic but also will address the needs of students who must move in order to learn. We believe these students are often given a label (ADHD) instead of opportunities to learn in the ways that are most natural for them (and actually healthy for all students--so "accommodation" turns into an advantage for everyone in the classroom).

When you watch the video on the Emergent Curriculum page, you realize how much knowledge about physics Joel has. He can keep the bicycle moving forward in a variety of ways, he can balance the bike in almost an infinite variety of ways, he can move from one position to another in an infinite number of ways without losing his balance. This page will eventually have a lot on it about bikes across the curriculum, but here is an investigation into the physics of BMX.

Collaboration between a physicist and a bmx biker: []

Good explanation of the physical effect of various bicycle parts--gear ratios, crank length, etc. []

[|http://www.bmxbasics.org/new/bmx0898.htmlThe author of this series of pages has some wonderful explanations about how center of gravity and other physics concepts apply to BMX biking.[[http://bmx.transworld.net/2008/12/17/the-physics-of-a-curved-wallride/] Wonderful diagrams and equations relating to riding a curved wall.

Drawing to Learn: a child draws in order to learn how a bicycle operates []

Flatland in language lesson plan idea By: Joel Schallhorn This lesson plan stems from a description of the sport of flatland which I've given to people over the years, it parallels flatland to a language. To understand the lesson plan and how the two are incorporated you must understand this. Flatland BMX is like a language. Each individual trick is like a word, words are strung together to create sentences just like how tricks are strung together to create links. words within a sentence can be taken out and replaced with new word, or words can be added and omitted to create a new sentence. this creates a virtually endless combinations of words into sentences. flatland is the same way, links can be manipulated and transformed into nearly endless combinations. But both are bound by rules, some words are required to have a proper sentence, prepositions for example. within flatland, preposition tricks are required, one can't go from one trick to another without going through certain transition tricks. Although with both the only true limit is one's imagination. keeping that in mind I would like to incorporate biking into the curriculum through a lesson that would teach the children language, grammar, and sentence structure in unique, fun, engaging, and imaginative way. it is also a way they can see the power of language. my original idea was to label each trick with a word, give the children the list of these words in which they could arrange into any possible sentence. Once they are done I would reenact the sentence with the link that the sentence represents. If they make an improper sentence the link cannot be done, that's how they would know the sentence wasn't correctly structured. I love the idea, it's a great idea in theory, but when it comes to creating and implementing it, a daunting amount of work and problems begin to show. problems in which only I, a participant in the sport, can see. I have a broad array of tricks and links I can do, but labeling each trick a word the kids WILL find sentences with associated links that I could not do. That, to me, is a huge problem. It would happen often and would eventually take the novelty away from the whole idea if I can't do it. There has to be a way around this conundrum. the solution to this is to not label the tricks with words but with types of words, such as nouns, verbs, adjectives, and prepositions. If labeled correctly, this would narrow the amount links into my favor, there would be less links that I couldn't do. Also multiple tricks could have the same labels so that gives me freedom to choose from a few possible links. So if I happen to run into a sentence I can't interpret with a certain link, there could be another one for me to choose from. this could benefit the kids because they could choose their own words, it would be like a mad-libs type games. so this form of the lesson gives them more freedom to use their imaginations. this version makes it easier to create but there still is alot of work to label each trick. I have to have a deeper understanding of my own riding. right now I'm in the process of mapping out my riding, determining what are my most common tricks, combinations and/or variations of tricks, how often certain tricks link, and much more factors. it's still alot of work, but now it's more manageable. I think this is a good idea for many reasons. It's **progressive**, the better I get at biking the more interesting and entertaining it will be for the children thus capturing their attention more. Also the better I get the possibility of running into a link I can't do is reduced, thus making the plan more reliable as time goes on. Lastly from my progression I'll be able to let the children do longer sentences because I'll be able to perform the associated link. That would directly benefit their learning experience with more complex sentences. It's **unique**, it's an experience the children would possibly remember for the rest of their lives, so therefore the lessons learned they may also remember for the rest of their lives. It is a new way and unconventional way of teaching which could ingrain the lessons in the child's memory forever. It's **fun,** **engaging,** **imaginative, and educational**. It's fun because they get to see a bike trick demonstration, it would engage them because they would quickly get interested in the bike tricks, want to see more, so therefore create more sentences to see more. It utilizes imagination because of the mad-libs quality the lesson possesses, they have to think of their own words to make the sentence. All these factors assimilate into the root purpose for the lesson, for the children to learn. they will learn about language, grammar and sentence structure, things which they will need for the rest of their lives. there is still much work to be done but I believe in this plan and I believe the end product will be worth the work.

questions, comments, orif you'd like to help me work on this you can get a hold of me at jschallh@capital.edu