7th Grade - Unit 2: Geoscience Processes and Earth's Surface

Instructional Sequence

Assessment Types at
This Stage

Assessment Description

Learning Target

Engage

Observations and Predictions: Students’ background knowledge about changes to Earth’s surface over time are assessed. Students consider this change at different time and distance scales: 1) locally versus Earth as a whole and 2) relatively recent changes (15,000 years) versus those in all of Earth’s history (4.5 billion years).

In Part 1, students look at maps of the San Francisco Bay Area at present and from 10,000 and 15,000 years ago. They should note the changes that have happened and consider why they happened. In Part 2, students look at a map of Earth and think about how the land might have changed over the past 4.5 billion years.

At this point, it is okay if students do not think the Earth has changed at all over its history. The purpose of this lesson is to access background knowledge and familiarize students with the seven continents. 

Explore

Observations and Predictions: Students analyze several maps and use the evidence the maps provide to consider whether the continents have moved over time. 

Students begin to identify sources of evidence that the location of the continents has changed over time. This includes fossils, rocks, coal formation, and continent shape data.

Students should be able to

• Consider whether the maps provide evidence that the continents have moved over time.

Explain

Reading, Group Discussion, and Engaging in Argument From Evidence: Students read an article about Wegener’s idea of continent movement. They discuss the article with a partner and the class. Students then complete a Claim, Evidence, Reasoning table for the claim that the continents have moved over time. 

Students read an article about Wegener’s theory about continents. Students will use a Claim, Evidence, Reasoning table to organize the evidence about continent movement.

Students should be able to 

• Identify multiple sources of evidence that the location of the continents has changed over time. This includes fossils, rocks, coal formation, continent shape, and climate zone data.

Elaborate

Applying Understanding to a New Context and Engaging in Argument From Evidence: Students build on what they have learned about the movement of continents by considering new evidence and making Connections to the Culminating Project.

Students analyze a map showing the movement of GPS receivers over time and determine if it supports or refutes the claim that the continents are still moving today. Students then consider how the movement of continents could affect the earthquake safety of the housing development location.

Students should be able to use new evidence to create an argument about whether the continents are still moving today and

 apply their understanding of continent movement to the San Francisco Bay Area and the Culminating Project.

Evaluate

Obtaining, Evaluating, and Communicating Information; Engaging in Argument from Evidence: Students demonstrate their understanding and evaluate their own knowledge of the evidence supporting the movement of continents over time.
 

Students revise an argument to include the evidence for the movement of continents over time. Students update their driving question board to communicate their understanding of the subunit’s topics.

Students should be able to

• Critique, correct, and clarify an incorrect statement about the laws of motion.
• Work together as a class to update the Driving Question Board with the content covered in Subunit 1.
• Identify multiple sources of evidence that the location of the continents has changed over time. This includes fossils, rocks, coal formation, and continent shape data.

Instructional Sequence

Assessment Types at
This Stage

Assessment Description

Learning Target

Engage

Predictions and Observations: Students’ background knowledge about the mechanism behind continental movement is accessed.

Students first predict what has caused the continents to move over time. They review their understanding of the effect of thermal energy transfer on matter by considering a demonstration from Unit 6.1. Using this understanding, students review a diagram showing energy transfer within Earth and consider how this might affect matter at Earth’s surface.

It is okay if students are not sure about their ideas at this point. The purpose of the lesson is to get students to brainstorm ideas about why continents have moved over time and connect their understanding of thermal energy transfer to changes at Earth’s surface.

Explore

Observations and Inferences: Students observe a demonstration that serves as a model of what happens when energy flows within Earth. Students try to connect what they observe with a diagram of energy transfer within Earth.

Students reflect on their observations of the demonstration and consider how it might be similar and different from what happens on Earth.

Students should be able to 

• Observe that energy transfer from a hot plate leads to movement in a soap solution. This movement follows a pattern of rising to the top and falling back to the bottom.
• Begin to apply the pattern of movement they saw in the demonstration to matter within Earth and at Earth’s surface.

Explain

Reading, Group Discussion, Written Responses, and Using Models to Show Understanding: Students read an article about how the geoscience processes of convection currents and plate tectonics have changed Earth’s surface over time and cause earthquakes. They use this article and other evidence from the subunit to create models of different plate boundaries. 

Students read an article and  answer questions about why the continents have moved over time. They then use sandwich cookies to model the different types of plate boundaries.

Students should be able to 

• Explain how the geoscience processes of convection currents and plate tectonics have led to the movement of continents over time.
• Identify and model the three types of plate boundaries: convergent, divergent, and transform.
• Explain the effects of plate movement, including earthquakes.

Elaborate

Extending Understanding and Applying Learning to a New Context: Students build on what they have been learning about plate boundaries and earthquakes. They also connect their understanding to the Culminating Project.

Students will analyze diagrams showing the factors that place the San Francisco Bay Area at risk for earthquakes. Following this, they will choose three locations for their housing development based solely on the criteria of distance from a plate boundary.

Students should be able to 

• Explain the geoscience processes that lead to earthquakes in San Francisco. (Convection currents inside Earth lead to plate movement. San Francisco is located at the boundary of the North American and Pacific Plates. This is a transform boundary where the plates grind past each other. While they do this, pressure builds. Eventually, the rocks that make up the plates break and release the pressure as an earthquake.)

Evaluate

Obtaining, Evaluating, and Communicating Information; Engaging in Argument from Evidence: Students demonstrate their understanding and evaluate their own knowledge of plate tectonics.

 

Using a diagram and evidence from the subunit, students construct an argument about which of two locations would be most likely to experience an earthquake. Students analyze another diagram and explain the geoscience processes that they observe.

Students should be able to 

• Demonstrate their understanding of how geoscience processes—driven by energy flow—have changed Earth’s surface over time.

Instructional Sequence

Assessment Types at
This Stage

Assessment Description

Learning Target

Engage

Predictions and Observations: Student’s background knowledge about the effects of earthquakes on buildings and factors that may influence the effects are assessed.

Students look at photographs of two different buildings after the Loma Prieta earthquake. One is destroyed and the other is intact. Students brainstorm ideas about what caused the different effects.

Students do not have to come up with correct ideas in this lesson. The purpose is to get them thinking about the variables that affect the strength of shaking at a location during an earthquake.

Explore

Observations and Inferences: 

Students look at a map of San Francisco showing that many different soils made of different types of rock are present. They then observe several models of how rocks are formed and weathered. 

Students reflect on how energy transfer affected the rocks in their models. 

Students should be able to

• Make a connection between the type of rocks found in an area and the effects of an earthquake there.
• State that different rocks are formed through different geoscience processes that involve the transfer of energy.

Explain

Reading, Group Discussion, Written Response, and Using Models to Show Understanding: Students read an article about the rock cycle and soil shake amplification during earthquakes. 

Students read and article and answer questions about the rock cycle and soil shake amplification. They return to the models from the Explore lesson and make predictions, using evidence, about the geoscience processes that the models demonstrate.

Students should be able to

• Identify the three types of rock (igneous, sedimentary, metamorphic,) based on how they were formed. They will be able to identify these processes as part of a larger geoscience process known as the rock cycle.

• Explain how the type of soil and rock found in an area connects to the impact an earthquake could have on the area.

Elaborate

Applying Understanding to a New Context: Students apply what they have learned about the rock cycle and soil shake amplification to the Culminating Project.

Students analyze a United States Geological Survey soil shake amplification map to find locations with low shake amplification. They also explain why this is an important factor to consider in earthquake safety.

Students should be able to 

• Choose locations for a housing development that will have low levels of soil shake amplification.
• Explain why soil shake amplification is an important criteria to consider for earthquake safety.

Evaluate

Using Models to Show Understanding; Obtaining, Evaluating, and Communicating Information; and Engaging in Argument from Evidence: Students demonstrate their understanding and evaluate their knowledge of geoscience processes, with a special focus on earthquakes.

 

Groups create a presentation outlining their location for a housing development based on their understanding of geoscience processes and the project criteria. Individuals create an earthquake mitigation plan for the housing development. 

Students should be able to 

• Apply their understanding of geoscience processes, the project criteria, and research to choose a location for a new housing development.
• Apply their understanding of geoscience processes and research to create an Earthquake Mitigation Plan.
• See the Culminating Project rubrics for more information on how to assess the Culminating Project.

Desired Results

Overview

In this unit, students consider how geoscience processes have shaped Earth’s surface over time. Through the Group and Individual Culminating Projects, students investigate the factors that lead to earthquakes and shake amplification and how to mitigate the effects of earthquakes.

In Subunit 1, students gather evidence to support an argument that the continents have moved over time. In Subunit 2, they learn the geoscience processes behind the movement of the continents—convection currents below Earth’s surface and plate tectonics. In Subunit 3, students focus on how different types of rocks amplify earthquake shaking. They also gather evidence about how different types of rocks are formed.  

Project Tasks

Connections to Culminating Project Lift-Off: Students watch videos of the 1989 Loma Prieta earthquake and complete a Know, Wonder, Learned chart for earthquakes. 

Connections to Culminating Project Subunit 1: In the Engage lesson, students think about how the San Francisco Bay Area has changed over time. In the Elaborate lesson, students consider how the movement of continents could affect their housing development.  

Connections to Culminating Project Subunit 2: In the Explain lesson, students learn about the types of plate boundaries that commonly lead to earthquakes. In the Elaborate lesson, students analyze a diagram and map of the San Francisco Bay Area and explain why the area is at risk for earthquakes. They also consider where they would locate the housing development based on this information.

Connections to Culminating Project Subunit 3: In the Engage lesson, students view images of buildings in two different neighborhoods after the Loma Prieta earthquake and consider why one is demolished and the other is still standing.

In the Explain lesson, students read about how different rocks are formed. They also learn about how different soils made of different types of rocks amplify earthquake shaking to different degrees. In the Elaborate lesson, students analyze a map of the different soils found in the San Francisco Bay Area. They consider where they would locate the housing development if soil shake amplification were the only criteria to consider. In the Evaluate lesson, students update their class concept map related to earthquakes. Students reflect on the location of the housing development and work on the presentation for their Group Culminating Project. Students then work on their Individual Culminating Project, in which they create an Earthquake Mitigation Plan for the housing development.

Estimated length of project: 395 minutes

ESTABLISHED GOALS

MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).] [Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]

MS-ESS2-1. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. [Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]

MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions) and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.]

MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).]

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

ESSENTIAL QUESTION

How can we use our knowledge of geoscience processes to mitigate the effects of earthquakes?

Students will be able to independently use their learning to

• Apply understanding of geoscience processes, the project criteria, and research to choose a location for the new housing development.
• Apply understanding of geoscience processes and research to create an Earthquake Mitigation Plan.

Students will know

• Multiple sources of evidence that Earth’s surface has changed over time. This includes fossils, rocks, coal formation, and continent shape data.
• How to create an argument about whether the continents are still moving today and
• How to apply their understanding of continent movement to the San Francisco Bay 
• The geoscience processes that lead to earthquakes in San Francisco. 
  • Convection currents inside Earth lead to plate movement. 
  • San Francisco is located at the boundary of the North American and Pacific Plates. This is a transform boundary where the plates grind past each other. While they do this, pressure builds. Eventually, the rocks that make up the plates break and release the pressure as an earthquake.)
• How geoscience processes—driven by energy flow—have changed Earth’s surface over time.
• How to identify the three types of rock (igneous, sedimentary, metamorphic,) based on how they were formed. They will be able to identify these processes as part of a larger geoscience process known as the rock cycle.

• Explain how the type of soil and rock found in an area connects to the impact an earthquake could have on the area.
• Why soil shake amplification is an important criteria to consider for earthquake safety.

Evidence

Assessment Evidence

PERFORMANCE TASK: Housing Development Location Presentation 

Throughout the unit, students create a presentation that outlines their location recommendation for a new housing development in the San Francisco Bay Area. The group should consider soil and rock content, distance from plate boundaries, cost, and additional criteria to make their choice.
 

Individual Culminating Project: Earthquake Mitigation Plan

Each student writes an Earthquake Mitigation Plan using what they have learned in the unit. This document should describe additional ways to reduce the impact of earthquakes and/or use technology to monitor them. 

Learning Plan

Subunit 1

In Subunit 1, students explore the evidence for the movement of the continents over time. Students focus only on the pattern of evidence that suggests the continents have moved over time—not the mechanism by which this occurs. Students explore plate tectonics—the mechanism behind the movement of the continents—in Subunit 2. 

Subunit 2

In the previous subunit, students have found evidence that continents have moved over time. In this subunit, they will learn about convection currents within Earth’s layers, which drive the movement of the continents. 

Subunit 3

In the previous subunits, students have formed an explanation of how the continents have moved over time and why the San Francisco Bay Area is at risk for earthquakes. In this subunit, they focus on how rocks are formed and weathered, how the rock and soil content in an area determines the shake amplification of an earthquake, and how to mitigate the effects of earthquakes.

Unit Map

Geoscience Processes and Earth’s Surface

Essential Question: How can we use our knowledge of geoscience processes to mitigate the effects of earthquakes?

Lift-Off and Introduction to the Culminating Project

 Subunit 1: Continent Movement

How has Earth’s surface changed over time?

Engage • Explore • Explain • Elaborate • Evaluate

Subunit 2: Energy Flow and Earth’s Surface

How has energy flow changed Earth’s surface over time?

Engage • Explore • Explain • Elaborate • Evaluate

Subunit 3: Earth’s Surface and Earthquakes

How does the type of ground under a building impact its safety during an earthquake?

Engage • Explore • Explain • Elaborate • Evaluate

Group Culminating Project

Housing Development Location Presentation

Individual Culminating Project

Earthquake Mitigation Plan

Course Crosscutting Concepts

+ Foundational Crosscutting Concepts: These concepts are foundational to the understanding of middle school science. They are present throughout the course. Students are expected to continue to apply their knowledge of the concepts to subsequent relevant projects. 

* Focal Crosscutting Concept: This concept is called out consistently in the Teacher Edition and once per subunit in the Student Book. Students will consider the unit project through the lens of this Crosscutting Concept. 

Crosscutting Concept

Unit 1: Chemical Reactions

Unit 2: Geoscience Processes and Earth’s Surface

Unit 3: Ecosystems

Unit 4: Earth’s Natural Resources

Patterns

+

+

+

Cause and Effect

+

*

Scale, Proportion, and Quantity

*

+

Systems and Systems Models

Energy and Matter

+

*

Structure and Function

+

Stability and Change

*

+

+

Course Science and Engineering Practices 

+ Foundational Science and Engineering Practices: These practices “carry forward” through the course. Students focus on one of them per unit and are then are expected to continue to apply that knowledge to subsequent relevant projects. 

* Focal Science and Engineering Practice: This practice is called out consistently in the Teacher Edition and once per subunit in the Student Book. Students will use this practice to complete the unit project. 

Science and Engineering Practices

Unit 1: Chemical Reactions

Unit 2: Geoscience Processes and Earth’s Surface

Unit 3: Ecosystems

Unit 4: Earth’s Natural Resources

Asking Questions and Defining Problems 

+

Developing and Using Models 

+

*

+

+

Planning and Carrying Out Investigations 

Analyzing and Interpreting Data

*

Using Mathematics and Computational Thinking

Constructing Explanations and Designing Solutions

+

+

+

+

Engaging in Argument from Evidence

*

+

Obtaining, Evaluating, and Communicating Information

*

MS-ESS2-3

Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).] [Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]

MS-ESS2-1

Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. [Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]

MS-ESS2-2

Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions) and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.]

MS-ESS3-2

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).]

MS-ETS1-1

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

Misconceptions 

Accurate Concept

A list of Earthquake Myths can be found at the California Department of Conservation

(https://www.conservation.ca.gov/cgs/Pages/Earthquakes/earthquake_myths.aspx)

See the “myths” section of this site for 

common misconceptions and correct 

information regarding Earthquakes. 

From California Department of Conservation. 

“Earthquake Myths.” CA Department of 

Conservation. Accessed October 27, 2019. https://www.conservation.ca.gov/cgs/Pages/

Earthquakes/earthquake_myths.aspx.

Misconceptions 

Accurate Concept

A continent would not move at all over 100 years. (AAAS Project 2061, n.d.).

From American Association of the Advancement of Science (AAAS) Misconceptions  (http://assessment.aaas.org/misconceptions/1/PT/208/PTM125)

ESS1.C: The History of Planet Earth

• Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.
   

ESS2.B: Plate Tectonics and Large-Scale System Interactions

• Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.

Earth’s plates do not move. (AAAS Project 2061, n.d.).

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/PT/208/PTM082)

ESS1.C: The History of Planet Earth

• Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.
   

ESS2.B: Plate Tectonics and Large-Scale System Interactions

• Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.

Misconceptions 

Accurate Concept

The plates do not move because they sit on a layer of solid rock. (AAAS Project 2061, n.d.).

From
AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/PT/208/PTM035)

Earth’s plates move along with the slightly softened rock material below them.
 

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/PT/208/PTM035)

ESS1.C: The History of Planet Earth

• Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. 

ESS2.A: Earth’s Materials and Systems

All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms.

Continents moved in the past, but they are no longer moving. (AAAS Project 2061, n.d.).

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/PT/208/PTM120)

ESS1.C: The History of Planet Earth

• Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. 

Ocean basins do not move. (AAAS Project 2061, n.d.).

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/PT/208/PTM083)

ESS1.C: The History of Planet Earth

• Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.

Misconception 

Accurate Concept

Wind cannot break rocks. 

(AAAS Project 2061, n.d.).

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/WE/222/WEM018)

A very strong wind can both break and move rocks the size of boulders. 

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/WE/222/WEM018)

ESS2.A: Earth’s Materials and Systems

• All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms.

Water cannot break rocks.

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/WE/222/WEM080)

Water can break rocks, carry them, and deposit them in new locations. Water can wear away rocks by breaking off pieces of rocks, and water can wear away rocks by dissolving minerals in rocks.

From AAAS Misconceptions (http://assessment.aaas.org/misconceptions/1/WE/222/WEM080)

ESS2.A: Earth’s Materials and Systems

• All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms.

Permanent

Consumable

Teacher Provided

• Inflatable globe (8)
• Scissors (32)
• Hot plate (1)
• 200 mL beaker (8)
• 4 oz jar with lid (8)
• Plastic tubs (8)
• 20 pounds of gravel 

• Wax crayon (80)
• Popsicle stick (40)
• Sugar cube (200)

• Piece of chart paper (2)
• Small sticky note (144)
• Letter-size blank paper (80 sheets)
• glue or tape
• 4”x4” piece of aluminum foil (40)
• 250’ roll plastic wrap (8)
• Chocolate sandwich       cookie (160)
• ~200 mL tap water