Bike Safety

K, 1, 2

Learners will learn about the need for bicycle safety through understanding and relating the five basic rules of bicycle safety to others in the community. Learners will become aware of the basic vocabulary associated with philanthropy as they prepare for their service activity.

Lesson Rating 
Three Thirty to Forty Minute Class Periods

The learner will:

  • demonstrate the importance of wearing a bicycle helmet through a journal entry in words or pictures.
  • state the five bicycle rules in writing by drawing pictures with short captions or by reciting orally.
  • construct a graph showing how many classmates have bicycle helmets.
  • demonstrate knowledge of key words of philanthropy vocabulary (e.g., philanthropy, need, service, common good and mentor).

  • A bicycle helmet
  • Two musk melons (The bicycle helmet should fit securely on one melon.)
  • A large sheet of plastic to protect the floor.
  • The Children's Book of Heroes (see Bibliographical References)
  • Book entitled Safety on Your Bicycle
  • Parent Letter (Attachment One)
  • Helmet Song (Attachment Two)

  • civic responsibility(n): A person's duty or obligation to his/her community as a citizen
  • common good(n): The wealth shared by the whole group of people
  • community service(n): Volunteering to improve upon the aspects of a community
  • cooperate(v): To work together toward a common cause - cooperation (n), cooperator (n)
  • mentor(n): A wise and trusted person with relationship to another person
  • need(n): The lack of something desirable, useful, or necessary
  • philanthropy(n): (1) The giving of one's time, talent or treasure for the sake of another or for the common good
  • public service(n): To perform a deed that contributes to the general welfare of all
  • public work(n): To service the general population with certain actions; "creating things of lasting civic value" - Harry Boyten
  • pure democracy A form of government in which the supreme power is retained and directly exercised by the people
  • service(n): Help given to others - service (v) to repair; to furnish a service to something or someone
Home Connection 

Send the letter home after this lesson to provide parents with the bicycle safety rules the children are learning (Attachment One: Parent Letter).



  1. Anticipatory Set:
    The teacher demonstrates what happens when a melon is dropped to the floor from shoulder height with and without a bicycle helmet.

  2. Spread the plastic out on the floor. The floor should be tile or concrete, not carpeted.

  3. Gather the learners so all can see you and ask how the melon is like their head (i.e., round, hard outside and squishy inside).

  4. Drop the unprotected melon from shoulder height. If it does not break open, be sure to point out any "dent" or soft spot that the impact causes.

  5. Ask "What would happen if this melon were a person's head?"

  6. Ask "What would happen to the melon if protected by the bike helmet?" (Be sure to practice this demonstration before doing it for the class to be sure the bike helmet is secure enough to protect the melon. You may need to add foam inside the helmet to cushion it.)

  7. Drop the melon that is protected by the bike helmet. Ask "What does this tell you about the importance of wearing a bicycle helmet?"

  8. Ask, "Who needs a helmet to stay safe when riding a bicycle?"

  9. Ask, "How would wearing helmets help the people in our neighborhood to be safer?"

  10. Ask learners, "What is philanthropy?" Place the word so that all can clearly see.

  11. Tell learners that through acts of philanthropy, they can make their community and neighborhood safer. Help learners to define philanthropy and develop the definition provided (giving of one's time, talent or treasure for the sake of another or for the common good).

  12. Ask, "Could we provide helmets to the people in our community?"

  13. Develop the definitions of need, service, common good and mentor as applicable to bicycle safety. Inform learners that in this unit they will act as mentors to younger children.

  14. Teach the helmet song to remind learners of the importance of wearing their helmet (Attachment Two: Helmet Song).

  15. The following day, review the helmet demonstration by asking, "What did we learn yesterday when we dropped melons with and without a bike helmet?"

  16. Ask for a show of hands of learners that have bike helmets. Use individual learner pictures or name cards to construct a class bar graph to show who has a helmet. The horizontal row showing the numbers 0 through the number of learners in your class and the vertical rows labeled yes (have a helmet) and no (don't have a helmet).

  17. Kindergarten and first grade learners would interpret this information as a class. Ask, "Do we have more learners with or without helmets? Why is it important to have a helmet? How many of our friends in class should have a helmet?"

  18. On the third day show the children a video on bicycle safety. (See Bibliographical References for suggested selections.)

  19. Ask, "What bicycle safety rules do you remember from the video?" Compile a class list of bicycle safety rules addressed in the video.

  20. Ask, "Are these rules a law that has to be followed? Would it be a good idea for all people who ride bikes to follow the rules?"
    Instructor's Notes: Develop the definitions of law and rule. Have the learners give an example of a classroom rule and a law in their state. It is recommended that the instructor refer to some states having mandatory motorcycle helmet laws. Research the local community to determine if there is a bicycle helmet law.

  21. Read and discuss with the class one or more of the stories from The Children's Book of Heroes (a collection of stories that teaches such character attributes as: honesty, courage, and responsibility) which explores responsibility, common good, seeing and responding to a need.

  22. Read the book, Safety on Your Bicycle, to the class. Have the learners discuss the story as you read it. After you read the story and show the video, compare the teachings in the two.


Following the melon demonstration, learners will draw a picture and/or write a sentence in a journal that shows how a helmet protects you when riding a bike.
Learners will write a journal entry about the book read.
After viewing the video, useAttachment Three:Assessment Rubric to evaluate the learners' knowledge of bicycle rules
Record learners' participation in the creation of a bar graph about bicycle helmet ownership and interpret the information it provides through class discussion.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark E.1 Define philanthropy as the giving and sharing of time, talent, or treasure intended for the common good.
      2. Benchmark E.3 Recognize that citizens have a responsibility for the common good as defined by democratic principles.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark E.3 Describe a benefit of group cooperation.
    2. Standard PCS 05. Philanthropy and Government
      1. Benchmark E.2 Identify why rules are important and how not all behaviors are addressed by rules.
    3. Standard PCS 07. Skills of Civic Engagement
      1. Benchmark E.4 Analyze information to differentiate fact from opinion based on the investigation of issues related to the common good.

Academic Standards

Select categories to search for standards.

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