A girls-specific bicycling empowerment program Lesson Guide...Lead instruction about fitting a...

Developed By Jessica Mathews

A girls-specific bicycling empowerment program

LessonGuide

Table of ContentsAbout Girls in Gear 3

Why a Girls-Specific Bicycling Empowerment Program?

4

Gearing Up 5

Bicycle Safety/Road Riding 6 – 10

Basic Bicycle Mechanics 11 – 14

Nutrition Education 15 – 18

Community Urban Design 19 – 23

Public Speaking 24 – 25

Girls in Gear Partnerships 26

Appendix 27

GIRLS IN GEAR LESSON GUIDE 3

About Girls in GearGirls in Gear (GIG) is a girls-specific, bicycling program designed to empower adolescent girls. GIG is designed to create self-reliance and build confidence by engaging girls in areas that are typically more male-dominated:

1. Basic bicycle safety

2. Basic bicycle mechanics

3. Nutrition education

4. Community urban design

5. Public speaking

Girls in Gear is also the first program to creatively integrate STEM—Science, Technology, Engineering and Mathematics—activities, physical exercise and nutrition education by way of the bicycle.

Engaging adolescent girls between the ages of 9 – 15 in these kinds of experiences has a strong and positive influence on their adult lives. A team of female professionals who currently work in these fields leads each of the skill building modules. The goal is to engage and inspire these young girls with a diverse group of professional women, breaking down barriers so that more girls choose traditionally male-dominated fields of study including: engineering, city and regional planning and mechanics.

Mentorship plays a big role in the Girls in Gear program. Graduates of Girls in Gear have two opportunities for mentorship:

1. Graduates can assist in a future session(s) of Girls in Gear by exemplifying leadership and directly inspiring the new participants.

2. Graduates can participate in a future speaking session at an elementary school, discussing bicycle safety and inspiring hundreds of young girls.

GIG was so fun! We learned bike mechanics, urban design, road safety and hand signals for bike riders on the road. I loved learning the layout of bikes and what each part is named. I have been able to share what I have learned and all of this information has made me a better cyclist. – Keagan

My experience in Girls in Gear was amazing because I got to learn how to fix bikes on my own without any help. I can bike knowing I’m safe. To me Girls in Gear is not just about biking, it’s about also knowing what’s around you, how you can make it better and help your community. The GIG instructors are a big part of why I want to go into city planning or urban design. I just want to say to whoever thinks about going to Girls in Gear they should do it. It was so inspiring to me and I believe it will be to you! – Katie

GIRLS IN GEAR LESSON GUIDE4

Why a Girls-Specific Bicycling Empowerment Program? According to the U.S. Department of Health and Human Services, 30.4 percent of all adolescent girls between the ages of 6 – 19 are considered overweight or obese; 41.8 percent of African-American and 41.2 percent of Hispanic girls are overweight or obese.

Girls in Gear aims to provide young girls in this crucial age-range motivation for physical exercise through bike riding and simple, fun nutrition education so girls can begin a pattern of healthy decision making that will continue throughout their lives.

A high percentage of lower-income neighborhoods include African-American and Hispanic adolescent girls. These neighborhoods experience higher high school dropout rates, higher after-school juvenile crime rates and higher transportation disadvantages. Girls in Gear specifically targets these areas.

Building SkillsOne of the skill-building areas of Girls in Gear is basic bicycle mechanics. Participating in these sessions creates a very powerful outcome. Young girls:

• Gain the confidence to fix other mechanical things,

• Become independent and more likely to explore outside of their neighborhoods; and, most importantly,

• Learn that a bike is a reliable mode of transportation, providing them access to a wider variety of opportunities.

Learning About STEMAccording to a recent study by the U.S. Department of Education’s Civil Rights Data Collection, women earned only 31 percent of the degrees and certificates awarded in the STEM fields. At a young age, girls need to have the confidence and support to believe that a profession in science, engineering or city planning is within their reach.

Strengthening CommunityWomen are the majority of community leaders in our neighborhoods. By empowering and educating girls at a young age we can build and promote these leadership skills early in life, increasing the likelihood they will continue to be active and influential in their communities.

As a culture, we don’t particularly encourage girls to play with mechanical objects which can develop both comfort and interest. – Association for Women in Science


Gearing Up Here is some information to help you have a successful Girls in Gear program.

• Each session is approximately two hours long.

• Workbook pages are referenced throughout the lesson guide chronologically, and are organized by sections as a helpful tool while instructing the girls.

• Some instructors may choose to use the workbook pages at different points in the program than specified, depending on the group of girls. Others may choose to use them as a teaching reference and have the girls complete the pages at the end of a complete section or as an evaluation.

• Please feel free to differentiate or use the workbook pages to instruct and benefit your group of girls however you choose.

• Girls that complete all of the sessions receive a bicycle, lock, helmet and a set of lights. You will need to either obtain donations or secure funding for these items.

• They also have the opportunity to meet with a local community leader(s) during the last session. It is important to invite this person several weeks in advance. For example, the graduates of the first round of Girls in Gear met with the Mayor of Columbus.


MATERIALS NEEDED

• Opening video clip (optional)

• Workbook, pages 1 – 2

• Photos of safe bikes, unsafe bikes, famous bicyclists, helmets, bike races or events (see appendix)

• Helmets

• Helmet templates (see appendix)

• Stickers

• Colored markers

• Construction paper

• Glow in the dark paint

• Paint brushes

• Variety of reflectors, lights, reflective clothing (e.g., vest)

• Scissors

• Pens, pencils

Session continued...

Bicycle Safety/ROAD RIDINGSESSION ONEFOCUS

Girls will assess their bicycle safety knowledge, discuss safe vs. unsafe bikes, get properly fitted for a bike helmet and identify the safety importance of reflective equipment for night riding.

SETTING

Indoors, in a classroom or meeting around a table

OPTIONAL OPENING VIDEO

https://www.youtube.com/watch?v=AXQQiFRhFYg

SESSION STEPS

1. OPTIONAL OPENING Use the three-minute video clip titled “Mobilize Me” to set the stage for bicycles and to grab the girls’ attention. Or you may use any video of your choice to open their minds to bicycling.

2. Hand out the workbook and have the girls turn to pages 1 and 2. As a group, read through the questions and allow them to think about the answers. They may fill in the answers they know. Allow them to refer to these pages during this session and fill in correct answers as they learn new information.

3. Show pictures and compare the difference between a safe bike and an unsafe bike to ride (see appendix). Have them discuss why the bike is safe or unsafe.

4. Explain that the most important reason to wear a bike helmet is because it helps protect your head from skull and brain injuries. Bring out a few helmets and ask the girls to demonstrate how they wear helmets and how they would fit themselves or others for a helmet. Listen to their ideas and expand on those that will lead into the following guidelines.


5. Lead instruction about fitting a bicycle helmet for protection. Follow the step-by-step way to properly fit someone for a helmet using the Helmet Fitting Guidelines. Once the proper steps have been discussed, let the girls demonstrate on each other to reinforce they understand the proper steps.

6. After the girls are proficient with fitting helmets, get creative! Compare different styles of helmets from student samples, other colleagues or use photos from magazines, catalogs, websites, etc. Point out how helmets have changed through history (see appendix).

Show famous bicycle riders competing wearing helmets that are proven to be aerodynamic so they can go faster. This includes famous female bicyclists: Jeannie Longo, Beryl Burton, Adrianna Visser and Lokelani McMichael. Share photos of the Tour De France, Giro d’Italia, Tour Down Under and the Olympics (see appendix).

7. Hand out helmet templates and let the girls decorate their helmets with markers, stickers and other items. The templates can be enlarged or used as tracers. Or you can create your own. Then have them write a sentence or two about why it’s important to wear a helmet. This activity gets the girls to bond with one another and build on each other’s creativity.

8. Discuss the importance of lights, reflectors and bright, visible or reflective clothing when a person has to ride at night. Use a variety of lights to show different brightnesses and sizes. Also show examples of reflectors and reflective clothing and why they are important for night riding.

9. After the group discussion, have the girls draw clothes on colored-construction paper (shorts, t-shirts, pants, etc.). Have the girls cut out the clothes and then paint them with glow in the dark paint. Once the girls have finished painting the templates, turn off the lights and explain how important it is to wear bright and/or reflective clothing when riding your bike at night.


HELMET FITTING GUIDELINES

First identify the correct front and back of the helmet. Make sure your helmet fits right using the eyes, ears and mouth test. The helmet goes flat on your head; if it moves when you shake your head, tighten it or get a smaller helmet.

Eyes – when you look up, you should see the edge of the helmet, about two finger widths above your eyebrows.

Ears – when the helmet is buckled, the straps should meet right under your ears to form a Y.

Mouth – when the helmet is buckled, the strap should be snug enough that if you open your mouth, you will feel the helmet pull down.



Student Evaluation• Have the girls review and complete workbook pages 1 and 2.

• How well can they explain the difference between a safe vs. an unsafe bike to ride?

• How well can they explain how to properly fit a helmet?

• How well can the girls explain the importance of safety accessories such as lights and reflectors on a bike; and the importance of being seen and wearing bright, visible or reflective clothing when riding at night?



Bicycle Safety/ROAD RIDINGSESSION TWOFOCUS

The girls will improve their bicycle skills while riding independently and as a leader of a group. They will also learn about traffic signage, learn proper hand signals and become more aware of road safety in general.

SETTING

Outdoors, in a parking lot, if possible


https://www.youtube.com/watch?v=FkRwlO8vDm8

SESSION STEPS

1. OPTIONAL OPENING Use the three-minute video clip titled “Mobilize Me: Ethel” to grab the girls’ attention and set the stage.

2. Instruct them on proper hand signals. You may refer to page 3 in the student workbook.

3. Set up the skills course materials in a large, empty parking lot. Have the girls practice multiple courses (exercises) to improve their bike riding skills. Have them practice hand signals, turning and looking behind them while not swerving. Have them practice riding through the courses alone, then riding through the courses in a group. Emphasize leaving at least 10 feet between bicycles. Provide several places for them to practice stopping and yielding.

4. When they feel confident about the skills course, have a discussion with them to see if there are any questions or concerns.

MATERIALS NEEDED

• Fleet of bikes

• Helmets

• Skills course materials (road signs, chalk and cones)

• Skills course set-up in an empty parking lot (or a large room or gymnasium)

• 1 – 2 adult volunteers




5. Hand out the student workbooks and review the hand signals on page 3.

6. Using page 3 in the workbook, have the girls look at the bus traffic image and discuss how to best handle this situation. Be sure they understand the danger of a turning vehicle. They should not ride too far to the right of a vehicle that could possibly decide to turn right and cause a collision. Allow them to fill in an explanation in the box provided.

7. Go to page 4 in the workbook and explain that it is illegal most of the time to ride against traffic. A bicyclist is considered a vehicle, like cars, trucks and motorcycles, and must obey the same laws as drivers and other vehicles. Note: There are contra-flow bike lanes in some cities that allow you to safely ride against traffic.

8. Take them on a group ride through a nearby neighborhood. Choose the route carefully, in advance, to make sure that it can accommodate your group and the traffic during the ride. Provide opportunities to pause so the girls can discuss any safety concerns and road signs. Share positive feedback to pump up the group! Establish an order of riders and allow passing only if riders check behind that it is clear to pass. The girls should let the rider they are passing know they’ll be coming up beside her. As the leader of the group, never let the riders behind you get out of sight. Also, recommend that a confident bicyclist be placed at the back of the group to assist the leader with monitoring and communications. Should one rider need to pull over, be sure to pull off the road safely as a group.

9. Allow the girls to go back to the workbooks and complete any incomplete parts of pages 3 and 4.

Student EvaluationCHECK STUDENT WORKBOOK ANSWERS ON PAGES 3 AND 4.

• After the group ride, gather back up and have a group discussion about the ride. – What felt comfortable? – What felt uncomfortable? – What needs to be improved?

• Have the girls narrate their own riding experiences.



Basic Bicycle MechanicsSESSION ONEFOCUS

The girls will learn the anatomy of a bicycle, how the essential parts work and how to change a flat tire.

SETTING

Indoors or outdoors with enough room for them to spread out and work on the bikes


https://www.youtube.com/watch?v=4XnQdPYk390

SESSION STEPS

1. OPTIONAL OPENING Use the video clip “The Solution.”

2. Show the girls the frame of a bicycle, with no components (parts) attached. This visual demonstration gives them an idea of all the parts it takes to build a bicycle to make it perform.

3. Show them a complete bike and discuss the differences.

4. Point out and name the different parts of the bike. These terms should include: handlebars, stem, brakes, cables, chain, spokes, gears, brake lever, rim, shifter, reflector, brake pads, tires, pedal, seat (saddle) and fender. Display the diagram so they can visualize what will be used in the follow-up session.

5. Put a bike on a work stand and begin to explain the parts of the bicycle and what each part does.

6. Particularly point to the wheel and teach the terms: tire, spoke, hub and rim.

7. Transition to the following “ABC Quick Check” for checking a bike before riding.

MATERIALS NEEDED


• 1 bike frame

• 1 – 2 work stands (more if possible, one for each demonstration bike)

• 1 – 2 demonstration bikes (more if group is large and it’s possible to have more)

• Sets of tire levers (enough for each student)

• A few sets of tires for practice

• Extra tire tubes

• Bike pump (a few if possible)

• Workbook, page 5

• Blown up bicycle diagram (on foam core exhibit board would be helpful) (see appendix)



8. Air – Discuss why it’s important to frequently check how much air you have in your tires before riding your bike. Discuss PSI—Pounds per Square Inch—the common unit of measurement for air pressure in tires. Talk about how there are different ranges depending upon different tire sizes.

OPTIONAL BONUS CONTENT Learn more about bike tire pressure: http://www.bicycling.com/maintenance/repair-maintenance/yourtires-air

9. Brakes – Discuss the importance of checking your brakes before going on any bike rides. Check the brake pads, cables, etc.

OPTIONAL VIDEO Watch and learn more about adjusting bike brakes: https://www.youtube.com/watch?v=hg6s596PPRY

10. Chain – Discuss the importance of maintaining a clean chain and how to do this. Keep your bike chain lubed for better performance.

OPTIONAL VIDEO Watch and learn more about maintaining a bike chain: http://www.rei.com/learn/expert-advice/bike-chain.html

11. Allow the girls to fill in the first question on page 5 in the workbook.

12. Show them the three tools needed to change a flat bike tire: tire lever, tire tube and bike air pump.

13. Transition into a step-by-step demonstration of changing a flat tire. Have the girls practice changing flats by themselves. If you have enough girls, break them up into pairs. Have them practice helping each other. Then, have them change the tires again on their own.

OPTIONAL BONUS CONTENT Learn more about changing a flat tire: http://www.bicycling.com/maintenance/repair-maintenance/step-2-inspect-damage

Student EvaluationCHECK STUDENT WORKBOOK ANSWERS ON PAGE 5.


ABC QUICK CHECK

Check your bike with the ABC QUICK CHECK.

Air – pinch the tires, which should be hard

Brakes – make sure your brakes work

Chain – check the chain to make sure it is not loose

QUICK – take a look; make sure wheels and bolts are tight

CHECK – the rest of your bike; make sure nothing is broken


Basic Bicycle MechanicsSESSION TWOFOCUS

The girls will review bicycle terms and practice changing tires, lubing chains and working on bikes.

SETTING

Indoors or outdoors with enough room for them to spread out and work on the bikes

SESSION STEPS

1. OPTIONAL OPENING Use the video clip “MoveShake.”

2. Use page 5 in the workbook and have the girls fill in the second question about bike wheel part names together. Then have them fill in the names of tools used when changing a tire.

3. Show the large diagram of a bike and review the bike component/part names while the girls are filling in the bike part labels on page 6 in the workbook.

4. Have the bikes on the work stands. Once the teaching and workbook portions are finished, have the girls get their hands dirty working on a bike.

5. Have them release both tires and put them back into the drop outs.

6. Have the girls practice shifting with the right and left shifters. Have them watch the function of the right shifter and then the left shifter.

7. Have the girls practice changing flat tires to reinforce the process into memory.

MATERIALS NEEDED


• 1 – 2 work stands (more if possible, one for each demonstration bike)

• 1 – 2 demo bikes (more if group is large and it’s possible to have more)

• Sets of tire levers (enough for each student)

• Bike pump (a few if possible)

• A few sets of tires for practice

• Cloths and lube to practice lubing and cleaning chain


• Bicycle diagram display (on foam core exhibit board would be helpful)



8. Have the girls practice taking chain lube and applying it to chain. Then have them take a cloth and practice removing any excess.

9. Gather together and discuss the bicycle mechanics work they have practiced. Discuss concerns or difficulties anyone may have had while working on the bikes.

10. Have the girls complete page 6 in the workbook.


• Assess their knowledge of bicycle terms, parts and tools by listening to them during the discussions.



Nutrition EducationSESSION ONEFOCUS

The girls will interact with each other and discuss healthy nutrition to increase their awareness of healthy nutrition practices in their everyday lives.

SETTING

Indoors around a table or classroom

SESSION STEPS

1. Begin by asking the girls, what is fuel for your body? Food helps supply your body with vital nutrients, and gives your body energy to take on the day. If you are feeling tired, it may be hunger or thirst!

2. Talk with the girls about fruits and vegetables to see how much they know.

3. Place the assortment of fruits and vegetables on a table or surface for the group to see.

4. As a group, begin to discuss and group fruits and vegetables together. Allow the girls to come up with various ways to group them.

5. Use these links to reinforce information about the vegetable and fruit groups:

• http://www.choosemyplate.gov/food-groups/vegetables.html

• http://www.choosemyplate.gov/food-groups/fruits.html

6. The more colorful the fruit on your plate, the more nutrients it can have to fuel your body. Explain the relevance of different colors of fruits, vegetables and other foods; how the body reacts to them and breaks them down. Show the girls the Rainbow Wheel. Discuss how different colors help our bodies while they take notes on page 7 in the workbook. For example, orange-colored fruits and vegetables strengthen the immune system. Name some of the specific orange fruits and vegetables pictured. The girls can also fill in the corresponding color sections of the Rainbow Wheel.

MATERIALS NEEDED

• Assortment of fruits and vegetables

• Rainbow Wheel (see appendix)

• Workbook page 7

• Knife and cutting board

• Gloves (for sanitation purposes when handling food)

• http://www.choosemyplate.gov

• http://school.fueluptoplay60.com/welcome



7. Introduce fiber and explain that it is best known for helping food move efficiently through your body. This is one of the many ways that fiber contributes to good health. Diets rich in foods containing fiber, such as some vegetables and fruits, may reduce blood cholesterol levels and may lower the risk of heart disease, obesity and Type 2 diabetes. Fiber-containing foods help provide a feeling of fullness with fewer calories. Whole or cut-up fruits and vegetables are sources of dietary fiber. Fruit juices contain little or no fiber.

8. Before nutrients can go to work, food must be digested and broken down. When food passes into the intestine, nutrients escape through the intestine’s walls into the blood. The blood carries them to all parts of the body.

9. Discuss the importance of hydration and potassium when bike riding in hotter temperatures. Discuss the importance of the concepts “drink before you’re thirsty” and “eat before you’re hungry.” Water is super important for a healthy body. Your body is made of 60 – 70 percent water. It moistens ears, nose and throat; helps get rid of toxins in the liver and kidneys; improves skin health; and aids in digestion. Drinking water after exercise will help you feel good and prevent stiffness. Dehydration can cause headaches.

10. Do an interactive exercise using the Rainbow Wheel. Have the girls answer questions such as: What do green fruits and vegetables help you with? What do red fruits and vegetables help you with?

11. Cut up the assortment of fruits and vegetables and have the girls sample them.


• Discuss and review the girls’ answers.



MATERIALS NEEDED

• Assortment of food labels or containers with Nutrition Fact labels

• New assortment of fruits and vegetables

• Knife and cutting board

• Gloves (for sanitation purposes when handling food)


Nutrition EducationSESSION TWOFOCUS

The girls will become more aware of the importance of healthy foods, healthy meals, calories, nutrition labels and healthy recipes.

SETTING

Indoors around a table or classroom

SESSION STEPS

1. Have the girls discuss what they learned in the last session about the relevance of color when it comes to fruits and vegetables and how the body uses them. Encourage them to use nutrition terminology such as: fiber, carbohydrates, protein, energy, antioxidants, protein synthesis, etc.

2. Show the Choose My Plate example:

• http://www.choosemyplate.gov/images/MyPlateImages/JPG/myplate_green.jpg

(You also can order these materials from the website or print a sample)

3. Using page 8 in the workbook, have the girls fill in the blanks on the balanced meal diagram. Discuss the importance of each food group and give food examples.

4. Present the term “calorie.” Explain its definition—it describes the amount of energy a food or drink provides when you eat or drink it. Food and drinks provide energy; this energy is measured in calories. Calories are a measurement unit like inches, pounds or gallons. You need energy from foods and drinks to fuel your body—for everything from breathing to physical activity. So it is best to keep the amount of calories that you take in about the same as the amount that your body needs.

5. Use the following link to look more closely at calorie information:

• http://www.choosemyplate.gov/weight-management-calories/calories.html

GrainsDairy

Fruits

ProteinVegetables



6. Explain that there are ways to figure out approximately how many calories a person’s body needs. Use this link for additional information:

• http://www.choosemyplate.gov/weight-management-calories/weight-management/better-choices/amount-calories.html

7. Show examples of different Nutrition Facts on food labels. Allow the girls to share and discuss the different nutrition facts, which foods would be healthier to eat and why, etc.

8. Explain that some calories are “empty calories” because they do not have any nutritional value. A small amount of empty calories is OK, but some people eat far more than is healthy. It is important to limit empty calories to the amount that fits your calorie and nutrient needs. You can lower your intake of empty calories two ways: eat food and drink beverages with empty calories less often; or decrease the amount of empty calories that you eat or drink. Use the following link for more information on empty calories:

• http://www.choosemyplate.gov/weight-management-calories/calories/empty-calories.html

9. Analyze simple and healthy menus and recipes for the girls to explore. Use the following links:

• http://www.choosemyplate.gov/food-groups/downloads/Sample_Menus-2000Cals-DG2010.pdf

• http://www.choosemyplate.gov/budget/downloads/2WeekMenusAndFoodGroupContent.pdf

10. Complete and discuss pages 8 – 9 in the workbook.

11. Cut up the assortment of fruits and vegetables and have the girls sample them.




Community urban designSESSION ONE FOCUS

The girls will compare “friendly” vs. “unfriendly” streets, and learn to recognize what makes a street safe for all users. They will be encouraged to use urban design terms while they read a map and create a walking route. Then they will conduct an audit of the route.

Note: Tell the girls in advance that part of the session will be walking outside so that they dress appropriately for the weather.

SETTINGIndoors and outdoors

OPTIONAL RESOURCE ARTICLE

http://www.edutopia.org/blog/5-ways-girls-involved-STEM-karen-purcell

SESSION STEPS

SESSION STEPS

MATERIALS NEEDED

• Visuals and/or photos of street designs—safe and unsafe (see appendix)

• Map of the neighborhood to create a walking route with the girls

• Walk audit forms. Download at: bike.ohio.gov, click on the Girls in Gear image or copy from page 21

• Pens, pencils

• Workbook page 10




1. Begin by asking the girls if they’ve ever felt uncomfortable or unsafe walking or bicycling around their neighborhoods or to school.

2. Ask them what makes them uncomfortable about their experiences walking or bicycling.

3. Pull out the safe and unsafe street design visuals/photos from the appendix. Have the girls look at the photo(s) and verbally identify what is unfriendly or “bad” first. Lead a discussion about what they see or don’t see on the street.

4. Next show them friendly or “safe” street visuals/photos from the appendix and have them identify the elements that are visible on the friendly street(s) that are not on the unfriendly street(s). We want them to see and understand the differences between a people-friendly street—one that invites you to stay and makes you feel safe—and one that is unfriendly.

5. Once the conversation is finished, hand out or show a copy of the walk audit (page 21) to the girls. Explain the walk audit and that you’ll be conducting one as a group. Show them a map so they can create a route. Then—get walking!

6. You may choose to have the girls take the audit form with them so they can refer to it and mark it as they walk or they may complete it after the walk. They may rate the neighborhood on the walk audit form independently or in pairs.

7. When the audit is finished, have them share and compare their observations and ratings. This discussion will help them understand how others feel about the neighborhood and will encourage them to use urban design terms.

8. Have the girls complete page 10 in the workbook. Encourage them to discuss and share their answers.


• Have students complete the walk audit form.

• Discuss the girls’ answers.

SESSION STEPS


DID YOU HAVE ROOM TO WALK?

� Yes

�

�

� Sidewalks were broken or cracked

� Sidewalks were blocked with poles, signs, shrubbery, dumpsters, etc.

� No sidewalks, paths or shoulders

� Too much traffic

� Something else

WAS IT EASY TO CROSS?

� Yes

� Road was too wide

�

� Something else ________________

DID DRIVERS BEHAVE WELL?

� Yes

� Backed out of driveways without looking

� Did not yield to people crossing the street

�

�

� Sped up to make it through traffic lights

� or drove through traffic light?

� Turned into people crossing the street

� Drove too fast

� Something else ________________

WAS IT EASY TO FOLLOW SAFETY RULES?

� Yes

� Yes

� Yes

� Yes

� Yes

� Needed more grass, flowers, or trees

� Scary dogs

� Scary people

� Not well light

� Dirty, lots of litter or trash

� Dirty air due to automobile exhaust

� Something else ________________

DID YOU HAVE ROOM TO WALK?

� Some problems:

� Sidewalks were broken or cracked

� Sidewalks were blocked with poles, signs, shrubbery, dumpsters, etc.

� No sidewalks, paths or shoulders

� Too much traffic

� Something else

WAS IT EASY TO CROSS?

� Some problems:

� Road was too wide

� Needed striped crosswalks or traffic signals

� Traffic signals made us wait too long or did not give us enough time to cross

� Parked cars blocked our view of traffic

� Trees or plants blocked our view of traffic

� Needed curb ramps or ramps needed repair

� Something else

DID DRIVERS BEHAVE WELL?

� Some problems: Drivers...

� Backed out of driveways without looking

� Did not yield to people crossing the street

� Sped up to make it through traffic lights or drove through traffic lights

� Turned into people crossing the street

� Drove too fast

� Something else

WAS IT EASY TO FOLLOW SAFETY RULES?

� No Cross at crosswalks or where you could see and be seen by drivers?

� No Stop and look left, right and then left again before crossing the streets?

� No Walk on sidewalks or shoulders facing traffic where there are no sidewalks?

� No Cross with a light or traffic signal?

WAS YOUR WALK FUN?

� Some problems:

� Drivers

� Needed more grass, flowers or trees

� Scary dogs

� Scary people

� Not well lit

� Dirty, lots of litter or trash

� Dirty air due to car exhaust

� Something else

HOW DOES YOUR NEIGHBORHOOD STACK UP? Add up your ratings and decide!

1. 20 – 24 Celebrate! You have a great neighborhood for walking!

2. 16 – 19 Celebrate a little. Your neighborhood is pretty good.

3. 12 – 15 OK, but it needs work.

4. 8 – 11 It needs lots of work. You deserve better than that!

5. 4 – 7 It is a disaster for walking!

LOCATION OF WALK:

RATING SCALE

Rating (circle one)1 2 3 4 5 6

Locations of problems:Rating (circle one)

1 2 3 4 5 6 Locations of problems:


Locations of problems:


Locations of problems:

Community urban designWALK AUDIT

Awful

1

Good

4

Many Problems

2

Some Problems

3

Very Good

5

Excellent

6

20 – 24

16 – 19

12 – 15

08 – 11

04 – 7

Celebrate! You have a great neighborhood for walking!

Celebrate a little. Your neighborhood is pretty good.

OK, but it needs work.

It needs lots of work. You deserve better than that!

It is a disaster for walking!


MATERIALS NEEDED

• Print off a variety of elements found on people-friendly streets, like: benches, trees, trash cans, recycling receptacles, bike lanes, etc., so that the girls can place them on parts of streets where they feel these elements are missing (see appendix)

• 3’ x 2’ blown up map of the neighborhood where the walk audit is being conducted. This could be a GIS map or one downloaded from Google or Bing

• Extra paper to use to create additional elements

• Glue

• Markers for labeling

• White out or invisible tape


Community urban designSESSION TWOFOCUS

The girls will analyze the neighborhood that they audited in Session 1. They will make urban design suggestions and improvements by placing photos of people-friendly objects onto maps of the areas they walked.

SETTINGIndoors in a classroom

OPTIONAL RESOURCE ARTICLE

http://www.nytimes.com/2014/05/11/opinion/sunday/kristof-whats-so-scary-about-smart-girls.html?_r=3

SESSION STEPS

1. Have the girls gather around a table. Briefly review the visual examples of safe vs. unsafe examples of street designs to create a thinking bridge about how they can make changes in the neighborhood that they audited in Session 1.

2. Lead a discussion of their neighborhood designs, including what they like and dislike about them. See optional resource article.

• Are there street lights?

• Are there trash cans?

• Do they need recycling containers?

• For example, “My neighborhood has a small park with a playground. There is a bench on one side however there is no trash can or tree for shade. There is a crosswalk to cross the street to get to the



playground. There isn’t a bike lane and as an engineer, I would like to add one.”

3. Display the enlarged map of the neighborhood that they walked through as a group in Session 1.

4. Have the girls discuss ideas that would improve the neighborhood.

• How they would like to redesign the streets? Adding crosswalks and pedestrian signals? Improving the lighting? Installing stop or yield signs? etc.

• Where they would add amenities such as benches, trees, trash cans, recycling containers, bike lanes, bike racks, etc.

5. Once they have discussed and agreed as a group, have the girls work together to add changes by drawing on the map, using white out or gluing down elements they would like to add. If the girls want to make a lot of changes, they may want to recreate the map on poster board.

6. Have the girls complete page 11 in the workbook. Share and discuss answers and responses as a group.


• Have students complete the new and improved map.

• Discuss the girls’ answers.



Public speakingSESSION ONESpeaking in front of people hones communication skills. Practicing good public speaking improves self confidence. We want the girls to be comfortable speaking in front of people.

FOCUS

The girls will organize and practice their map design project presentations.

SETTINGIndoor around a table

SESSION STEPS

1. Have the completed map design project(s) on display for the girls to discuss and review together.

2. Hand out paper and index cards. Help the girls organize an outline on the paper; and write down speaking points for their map presentation(s) on the index cards. Let them know that the guests may ask questions so they will be prepared. Encourage empowerment and teamwork among the girls.

3. Have the girls practice their presentation(s), give them feedback, answer their questions and compliment them. Compliments could include: good eye contact, good posture (remember to stand up straight), well organized and/or other descriptive examples.

4. Have the girls complete page 12 in the workbook and share their responses.

Student Evaluation• Discuss the girls’ answers on page 12 of the workbook.

MATERIALS NEEDED

• Completed map design project(s)

• Index cards

• Paper



Public speakingSESSION TWO

GraduationThis is the day where a local community leader should come in to meet the girls and talk about their involvement in the community. The purpose of bringing in an inspiring community leader is to show these young girls that they are capable of making a difference in their community; and that they can start NOW.

Split up this last session into three parts. First have the presentations of the girls’ redesigned streets. Then have the community leader speak. Last, award the bicycles.

Note: The steps outlined below are one way to structure this session. You also could go to the community leader’s office for remarks, then return to your meeting place for the girls’ presentations and bicycle awards. Another option is to have the presentations and community leader speak at your meeting site or at the leader’s offices.

If you feel that you won’t have enough time, you can award the bicycles on another day.

Think about if the girls are driven to school and if they can ride their bikes home, or if they will need help loading them into cars.

SESSION STEPS

1. Invite the community leader(s) speaker, guests, as well as parents, other local leaders and any other supportive adults to attend the Community Urban Design map presentations.

2. Have the girls present their new map designs and ideas. Have them answer questions from the guests. Encourage the guests to ask lots of questions about the map(s) and about GIG.

3. Have the community leader(s) introduce themselves and allow the girls to ask them questions.

4. The grand finale... bike presentations!

MATERIALS NEEDED

• Community leader(s)

• Guests

• Sound system, if available, and with microphone, if a large crowd of 40-plus is expected

• Completed projects

• Presentation outlines/ index cards

• Bicycles and other graduation gift items—helmets, locks, lights, etc.


Current Girls in Gear PartnersGirls in Gear would not be the unique program it is without the amazing collaborators that contribute to this program. Girls in Gear is providing young girls with unique opportunities, and it is also allowing different groups to teach the girls, help them grow as leaders and serve as role models, professionals and instructors.

The five skill-building areas of focus are another reason why Girls in Gear is a success. Young girls are building confidence, developing technical skills and learning about transportation independence. Interacting with female professionals inspires them, and reinforces that women belong and that more women are needed in these career fields.

The partners listed to the right believe in this program and donate their time to help inspire the next generation of young female leaders. We thank them for their support and leadership.

Appendix


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10


AFFILIATED PROGRAMS

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A girls-specific bicycling empowerment program Lesson Guide...Lead instruction about fitting a...

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