There are a variety of software tools out there to help you make your models. Your choice of tool(s) for use with your students will depend on a variety of factors:
The content/theme of your class or program
Ability level of students
This project introduces students to 3DTin, a quick and easy way to create 3D models for printing.
This project introduces students to Tinkercad, a quick and easy way to create 3D models for printing.
This project introduces students to SketchUp, a quick and easy way to create 3D models for printing.
Software: Blender and Wings3D
This project introduces students to the Blender and Wings3D environments
This project introduces students to OpenSCAD by creating a simple polygon and extruding it.
Software: Google Chrome and OpenJsCad
This website introduces students to OpenJsCad.
This project introduces students to how to use Processing to translate a 2D image into 3D.
While not an inexpensive application, mathematica provides a powerful way of creating 3D forms using mathematical equations.
NYS Learning Standards for Mathematics, Science, and Technology:
Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
Students will access, generate, process, and transfer information using appropriate technologies.
Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
NYS Learning Standards for CDOS:
Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.
Students will learn about the changing nature of the workplace, the value of work to society, and the connection of work to the achievement of personal goals.
Standard 2: Integrated Learning
Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
Integrated learning encourages students to use essential academic concepts, facts, and procedures in applications related to life skills and the world of work. This approach allows students to see the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work.
Standard 3a: Universal Foundation Skills
Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.
Standard 3b: Career Majors
Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.
Meeting CDOS Standards means:
Learning experiences have real-life applications.
Lessons are authentic and project-based.
Lessons are experiential in nature.
Lessons are hands-on.
Lessons connect to careers.
Students are able to connect present learning to future goals.
Students explore various career paths without limiting their choices.
Students engage in career role-playing.
Students learn and then apply skills they learn in school.
Students participate in entrepreneurial endeavors in the school environment.
Students integrate knowledge with experience.
Students offer comments of how much they are looking forward to their future careers because classroom activities are relevant to the real world.
The teacher discusses his/her own skills with students.
Assessment directly measures performance.