Problem-based learning (PBL) involves students solving a problem with multiple solutions over time, like scientists in real-world contexts. This fourth-grade PBL unit had students become part of an endeavor to help their state of Virginia become energy independent. It conceptualized energy independence as becoming self-sufficient for energy production by using current or new sources of energy around the state that have few environmental impacts. Teachers found that PBL units which: (1) began with an engaging scenario to present a relevant problem, (2) were structured to include student input into the questions that were addressed, (3) had a clearly articulated overarching question, and (4) followed a question map that conceptually linked questions, activities, and content across lessons helped spark student interest and helped teachers address the necessary science content and science and engineering practices in a meaningful and memorable way.