NCSS notable trade book lesson plan: <i>Gifts from the Garbage Truck</i>

Book recommended for 1st grade–5th grade.Lesson recommended for 3rd grade–5th grade.This lesson is designed for 6 periods.Gifts from the Garbage Truck: A True Story about the Things We (Don’t) Throw Away by Andrew Larsen is a heartwarming and thought-provoking nonfiction, biographical picture book that invites readers to reimagine waste, not as something to be discarded, but as something with hidden potential. Inspired by the true story of Nelson Molina, a New York City sanitation worker, the book follows his remarkable journey of transforming discarded items into treasured objects. Rooted in his childhood in East Harlem, where his mother taught him not to waste anything usable, Molina began saving objects from the trash during his daily sanitation routes. Instead of seeing garbage, he saw treasure. His growing collection, now housed in a museum, became a tribute to the idea that even what seems worthless can be valuable again.Themes include the following: a dream, upcycling, the four Rs (reduce, reuse, recycle, and rethink), sustainability, creativity, and community. In this series of lessons, students examine the environmental problems brought by excessive trash, explore the difference between materials and resources, and investigate how materials can be transformed into something useful through the concept of upcycling. Using the true story, Gifts from the Garbage Truck, by Andrew Larsen, students learn how Nelson Molina found value in what others considered trash, ultimately building a museum of upcycled and recycled objects. Students will deepen their understanding through discussion, hands-on exploration, and a collaborative upcycling design project that promotes creativity, environmental awareness, and critical thinking, applying their learning to real-world problems. This lesson was designed using the 5E Instructional Model (Engage, Explore, Explain, Elaborate, and Evaluate) of inquiry-based learning (Table 1).3. People, Places, and Environment7. Production, Distribution, and ConsumptionEstimated time to complete: Approximately 30 minObjective: students will be able to:Assessment Method: “Materials v. Resources” Handout (see Appendix 2).Assessment: Collect student handouts (Appendix 2) to check students' understanding.Estimated time to complete: approximately 30 min.Objective: The students will be able to analyze and explain how the main character in Gifts from the Garbage Truck transforms discarded materials into meaningful resources.Assessment Method: “During Reading Graphic Organizer” (see Appendix 3).After watching the short video, ask the following two discussion questions:Students should record at least four materials/items that Nelson found and how they were reused or recycled.Assessment: Collect student handouts (Appendix 3) to check students' understanding.Estimated time to complete: approximately four class periods, 30 min per period.Objectives: The students will be able to:Assessment method: Teacher’s observation during group work, group project, and a reflection paper (see Appendix 4)1st period: Upcycling2nd period: Build the item3rd period: Presenting4th period: Feedback and reflectionStudents will be assessed through:This lesson includes Partner Talk questions:A figure of a grid of twelve illustrations showing natural elements, animals, and man-made structures.The figure shows a grid with objects arranged in four rows and three columns. The first row contains grass, two big rocks, and a cloud blowing air. The second row contains a tree branch, three logs, and a pile of sand. The third row contains a cow sitting on grass, a rectangular stack of bricks, and a windmill with blades. The fourth row contains a bird in a nest, an arched bridge, and a sandcastle with a flag. The second and third rows are separated by a horizontal line with three stars in the center.Source(s): Authors’ Own WorkA figure of a worksheet with spaces for definitions and four numbered boxes for examples.The figure shows the worksheet is titled “Materials v. Resources” at the top center, with an illustration of three logs on the top left and a small bridge on the top right. Below the title, the text reads “Complete the first two boxes in the classroom.” Under this, a label reads “What is ‘Material?’” followed by a blank rectangular box. Beneath it, another label reads “What is ‘Resource?’” followed by a blank rectangular box. Below this section, instructions read: “Now, go outside the classroom and look around. Find 4 natural materials. Can they also be resources at the same time? If so, how can it be used? You can draw or write each in the boxes below.” Four large blank boxes are arranged in two rows with two boxes in each row. Each box has a small numbered tab in the top left corner from 1 to 4.Source(s): Authors’ Own WorkA figure of a graphic organizer with two columns for collected items and how they were reused.The figure shows that the graphic organizer has a grid with eight rows. The top row contains the title “Gifts from the Garbage Truck: A True Story About the Things We (Don’t) Throw Away” by Andrew Larsen. The second to eighth rows are divided into two columns. The second row contains two column headers: “Material or Item Collected” on the left and “How Item or Material was Resourced or Recycled” on the right. The third row has the text “scraps of wood” in the left cell and “made into birdhouses” in the right cell. The remaining five rows are empty, each divided into the same two columns.Source(s): Authors’ Own WorkA figure of two-page reflection paper template with prompts and sections for group project feedback and personal insights.The figure shows two pages arranged in a vertical series. The top page has a banner labeled “REFLECTION” with “SIDE 1” on the left ribbon and an illustration of a planter made from an upcycled bottle below. The text reads, “What a wonderful project your group has created! Reflect on these questions:” followed by four white rectangular boxes labeled: “How did you contribute to this group project?”, “What did you enjoy the most about this project?”, “What surprised you while building your upcycled item?”, and “How does upcycling help take care of the earth?”. The bottom page has a similar “REFLECTION” banner with “SIDE 2” on the left ribbon and the heading “PROJECT TITLE” below. It is divided into PART 1: FEEDBACK RECEIVED with two numbered prompts: 1. WHAT PART OF YOUR PROJECT DID YOUR CLASSMATES LIKE THE MOST? and 2. WHAT SUGGESTIONS DID YOU FIND MOST HELPFUL? WHY?, and PART 2: REFLECT AND REVISE with prompts: 3. CONSIDERING THE FEEDBACK, IF YOU HAD MORE TIME, HOW WOULD YOU IMPROVE YOUR PROJECT? and 4. WHAT DID YOU LEARN ABOUT TEAMWORK OR PROBLEM-SOLVING DURING THIS PROJECT?Source(s): Authors’ Own WorkSource(s): Authors’ Own Work