Introduction Learning as a process has undergone a great revolution. Unlike before when learning was teacher based, focus is steadily shifting to the learner. Bush (2003, p. 41) notes that it is currently emphasised that in a learning process, the learner should be actively engaged in the whole process of learning. Kohl (2000, p. 54) argues that active participation of the learner is the only sure way of ascertaining that the intended knowledge is imparted to the learner. Teaching and learning are becoming more practical. Gardner (2006, p. 71) says that it is no longer a classroom affair where the learner and the teacher engage in theoretical aspects of learning within the confines of the classroom. Learning has changed focus and now the process embraces practicality of knowledge acquired in the classroom. Learning in an outdoor approach is gaining popularity (Wallace 2002, p. 58). The learner is engaged actively in the real issues within the environment, a fact that makes it easy to relate what is learned in the classroom to what is there in the real-life scenario. Hansen (2007, p. 39) affirms that Geography as a subject offers a learner with a rich experience and knowledge of the physical environment. The choice of this subject was motivated by the practicality involved in the subject. Geography is everywhere that is, within the classroom, along the way as the learner is going home, while at home, while the learner is on the playing ground, or even when asleep. It is a very rich subject and so practical. It is real and engaging the learner on it can be very easy irrespective of the age (Branscombe 2003, p. 78). It is what learners see and experience on their daily lives. For those in early stages of learning, this subject offers the best alternative for the teacher to cultivate the attitude of participatory learning approach as the teacher can easily engage the learner in active discussion and analysis of the immediate environment (Hoodless 2008, p. 81). In this module, the researcher intends to take the learners from the classroom to the field, and engage them in the basic aspects of environment that are very common to them but one in which they might not have related to Geography directly that is, Bicycle riding. To them, this might be fun or just a simple means of transport. However, this report is going to bring out how this is closely related to Geography as a subject learned in the class. This would help bring a connection between classroom lessons and real life scenarios. According to behaviour intellectuals, learning is a process of acquiring knowledge that would shape one’s behaviour (Bailey 2010, p. 45). This theory emphasizes on the importance of interconnection between classroom learning and real life scenarios. Similarly, Dewey, Brunner, Merrill and Papert assert that learning is an active process and is student cantered (De Boo 1999, p. 34). Constructivism requires the ending of standardized curriculum. This theory majorly relies on how students create their own understanding. Report of Learning Activities This research was based on the use of bicycle as a means of transport to work. This was chosen because it would not only bring out the importance of conservation of the environment but also enhance the learners’ ability to comprehe