Build your own paper creature. Add hair, wings, facial features and more. Engineering with Paper project kits include Technique pages that teach dozens of approaches to folding and cutting paper for use in unlimited projects. Build your own toys, games, models and more!
We recommend printing your packet without scaling. Pages are sized to 8.5" x 11" paper.
No printer? No problem! You can follow all instructions on-screen. Use scrap paper, manila folders, cereal boxes in your projects!
Technique pages: Basic Shapes, Accessories, Trays, Boxes
Projects pages with project examples and guide
Template pages with ready to cut shapes for building at least two creatures
Additional Supplies Needed:
Scissors, tape, markers or colored pencils or crayons (optional)
This project meets these NGSS standards:
Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same. Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.
Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.
Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Assessment does not include mechanisms for the transmission of this information.
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.
Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. Emphasis is on systems of information transfer. Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.
Make observations of plants and animals to compare the diversity of life in different habitats. Emphasis is on the diversity of living things in each of a variety of different habitats. Assessment does not include specific animal and plant names in specific habitats.
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system. Assessment does not include interactions and functions at the molecular or chemical reaction level.
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living cells, and understanding that living things may be made of one cell or many and varied cells.
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin. Assessment is limited to macroscopic structures within plant and animal systems.
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