Huvi Windmill

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Huvi Windmill

Huvi Windmill

Huvi Outdoor
Huvi's Windmill solution is a STEAM-based tool, that helps to teach key competencies outdoors.

Huvi's Windmill solution is a STEAM-based tool, that helps to teach key competencies outdoors.

Step into the captivating world of wind energy projects, where young minds embark on a thrilling journey of scientific exploration and discovery.

What is wind and how is it used for energy production?
With this engaging kit set, students will uncover the mysteries behind windmills, chargers, windcatchers and turbines. By delving into their own hands-on experiments, students will experience firsthand how scientists ask thought-provoking questions and pursue answers through repeated experiments and keen observations.

Huvi's Windmill solution includes everything necessary to build a windcatcher, a wind-powered classroom or a wind-powered charger for a phone.

Age groups 
Middle school
Non-digital product
Not required
Offline play 
Playable offline
Educational Quality
Learning Goals

The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.

Huvi Outdoor’s windmill kit offers a great and well planned learning process for STEM topics. The tasks require active measurement, experimentation, design and presentation. The process itself is rewarding, as many things are done in practice and in co-operation, and there is space reserved for discussion and teacher feedback.
Huvi Outdoor gives a solid structure for learning new concepts in a setting that is linked to real phenomena, which allows for expanding to multidisciplinary projects too. The program starts with more guided and structured learning with all necessary material provided. The windmill projects require utilising learned in open-ended problem solving with using individual tactics to solve the challenges. Goal setting is a part of the scientific process.
The learning process and engineering process descriptions are great; very informative and detailed for both students and teachers. This is a great basis for project-based learning.
Huvi Outdoor’s windmill project allows face-to-face interaction to be a strong part of the learning experience and provides guidance for constructive collaboration, although still leaving plenty of flexibility for the teacher to design a suitable group work setting. The project also allows collaboration within the same school or with external expert when the students are presenting their solutions.

The following are the high educational quality aspects in this product.

Huvi Windmill offers a great pre-curated lesson package for learning.
The students are guided to create their own solutions based on the ready-made model.
Good worksheets and theory material to guide the learning process.

The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.

Subject based learning goals

MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
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.
Encourage and inspire the student to study physics.
Guide and encourage the student to recognize their own knowledge in physics, set goals for their own work and work persistently.
Guide the student to understand the importance of physics knowledge in their own life, living environment and society.
Guide the student to use her knowledge of physics in building a sustainable future and to evaluate her own choices in terms of the sustainable use of energy resources.
Encourages the student to form questions about the examined phenomena and to further develop questions as starting points for research and other activities.
Guide the student to carry out experimental investigations in cooperation with others and to work safely and consistently.
Guide the student to process, interpret and present the results of her own research and evaluate them and the entire research process.
Guide the student to understand the operating principles and meaning of technological applications and inspire them to participate in the ideation, planning, development and application of simple technological solutions in cooperation with others.
Guides the student in using information and communication technology to acquire, process and present information and measurement results, and supports the student's learning through simulations.
Guide the student to use the concepts of physics accurately and to form their own conceptual structures according with natural scientific theories.
Guide the student to use different models in describing and explaining phenomena and making predictions.
Guide the student to use and critically evaluate different sources of information and to express and justify different views in a physics-specific way.
Guide the student to achieve sufficient knowledge for further studies on interactions, forces and electricity.
Guide the student to understand the nature and development of natural science knowledge as well as scientific ways of producing knowledge.
Guide the student to apply her physics knowledge and skills in multidisciplinary learning entities and offer opportunities to get to know the application of physics in different situations such as nature, business life, organizations or scientific communities.
To support the development of the student's environmental awareness and to guide the student to act and influence in their immediate environment and communities to promote sustainable development and to appreciate the importance of sustainable development for themselves and the world.
Offer the student opportunities to practice working in a group in various roles and interaction situations, inspire the student to express himself and listen to others, and support the student's ability to recognize, express and regulate his emotions.
Create and maintain the student's interest in the environment and environmental studies, and help the student find all areas of environmental studies meaningful to him.
Encourage the student to form questions about different topics and use them as a starting point for research and other activities.
Guide the student to understand, use and make different models that can be used to interpret and explain people, the environment and their phenomena.
Guide the student to understand the use, meaning and operating principles of everyday technological applications and inspire students to experiment, invent and create new things by working together.
Guide the student to investigate, describe and explain chemical phenomena, the properties and changes of substances, and to build a foundation for understanding the principle of conservation of matter.
Guide the student to investigate, describe and explain physical phenomena in everyday life, nature and technology, and to build a foundation for understanding the principle of conservation of energy.
Guide the student to explore and act as well as move and hike in nature and the built environment.
Guide the student to identify cause-and-effect relationships, draw conclusions from their results, and present their results and investigations in different ways.
Guide the student to plan and carry out small investigations, make observations and measurements in diverse learning environments using different senses, research and measurement tools.
Guide the student to think geographically, to understand his own environment and the whole world, and to practice use of maps.
Guide the student in ecological thinking, studying nature, identifying organisms and habitats and, guide the student in understanding human structure, vital functions and development.
Guide the student to use information and communication technology in the acquisition, processing and presentation of information and as a means of interaction responsibly, safely and ergonomically.
Guide the student to acquire reliable information, to express different views with justification, and to interpret and critically evaluate information sources and perspectives.
Guide the student to understand the environment, people's activities and related phenomena using the concepts of environmental studies and to develop their conceptual understanding towards the precise use of concepts.
Guide and encourage the student to set their own study goals and work persistently to achieve them, as well as recognize their own competence in environmental studies.
Encourage the student to promote well-being and safety in their activities and in their immediate environment. Guide the student to act safely, appropriately and responsibly.
HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

Soft skills learning goals

Practicing to set one's own learning goals
Using technological resources for finding and applying information
Realizing the connection between subjects learned in free time and their impact to skills needed at worklife
Connecting subjects learned at school to skills needed at working life
Practicing versatile ways of working
Using technology as a part of explorative and creative process
Learning to plan and organize work processes
Learning consumer knowledge and smart economics
Practicing to take responsibility of one's own learning
Practicing to find ways of working that are best for oneself
Encouraging positive attitude towards working life
Enabling the growth of positive self-image
Practicing to give, get and reflect feedback
Building common knowledge of technological solutions and their meaning in everyday life
Learning to understand the meaning of rules, contracts and trust
Practicing persistent working
Practicing to create questions and make justifiable arguments based on observations
Learning decision-making, influencing and accountability
Learning to listen other people’s opinions
Practicing to notice causal connections
Practicing to work with others
Practicing to plan and execute studies, make observations and measurements
Practicing to use imagination and to be innovative
Encouraging to build new information and visions
Encouraging students to be innovative and express new ideas
Practicing to look things from different perspectives
Getting familiar with different cultures
Learning to understand people, surroundings and phenomenons around us
Learning to face respectfully people and follow the good manners
Practicing creative thinking
Practicing to notice links between subjects learned
Learning to combine information to find new innovations
Learning to build information on top of previously learned
Using technology as a part of explorative process
Creating requirements for creative thinking
Learning to find the joy of learning and new challenges
Encouraging the growth of positive self-image
Supporting the growth of environmental awareness
Using technology for interaction and collaboration
Practicing to evaluate one's own learning
Learning to recognise and evaluate arguments and their reasonings
Practicing strategic thinking
Developing problem solving skills
Practicing to use imagination and to be innovative
Practising visual recognition
Practicing categorization and classification
Practicing fine motor skills
Understanding and practicing safe and responsible uses of technology
Understanding technological system operations through making
Using technology resources for problem solving
Learning to plan and design own written content and textual representations
Practicing to find, evaluate and share information
Practicing to use information independently and interactively
Practising to understand visual concepts and shapes and observe their qualities
Understanding and interpreting of matrices and diagrams
Practicing logical reasoning to understand and interpret information in different forms
Practicing decision making
Practicing communication through different channels
Practicing to argument clearly own opinions and reasonings
Practicing to take care of own and other people’s safety
Recognizing habits that are good for sustainable living

The Finnish Educational Quality Certificate

Our Quality Evaluation Method is an academically sound approach to evaluating a product’s pedagogical design from the viewpoint of educational psychology.

The method has been developed with university researchers and all evaluators are carefully selected Finnish teachers with a master's degree in education.

More about the evaluation