Article
Art by Taylor Callory

Chasing the Wind

How one kid brought light to his village—and changed his world

photo of allison friedman
By Allison Friedman
From the May/June 2025 Issue

Learning Objective: Students will identify the problem and solution in a nonfiction article about William Kamkwamba, a teen who built a windmill and brought electricity to his village in Malawi.

Lexile: 700L-800L, 800L-900L
Other Key Skills: vocabulary, supporting details, compare and contrast, key details, cause and effect, text structure, text features, text evidence, making connections, key idea, informational writing
Topics: Technology, Science,

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UP CLOSE: Problem and Solution

As you read, pay attention to the problems William and his village faced and what William did to solve them.

Chasing the Wind

Fourteen-year-old William Kamkwamba stood at the top of a tall wooden tower, waiting for a miracle.

It was 2001 in Malawi, a country in Africa. On the ground below William, people from his small village were gathered. The crowd buzzed with confusion and excitement. 

What is this kid doing? 

And what is THAT?

Atop the 16-foot tower was a strange machine: an upside-down bicycle attached to a fan. Four long plastic blades stuck out from the fan in the shape of an X. 

This strange-looking object was a windmill, a machine that turns energy from the wind into electricity. Like most people in their village, William’s family did not have electricity in their home. William hoped that this windmill would change that. He had been working on it for months—and now, finally, it was ready.

“Let’s see how crazy this boy really is!” someone called out.

William gripped a small light bulb that was connected to the windmill with wires. Then he felt it: the beginning of a breeze. 

His machine rumbled and groaned. It sounded like a beast in a cage, struggling to break free. Here it goes, he thought.

Suddenly, the breeze swelled into a powerful blast of wind. William clung tightly to the wooden tower as it rocked dangerously back and forth. The windmill’s long plastic blades began spinning furiously.

William stared at the bulb in his hand, praying it would flicker to life. Would his dream of lighting up his home come true? 

Fourteen-year-old William Kamkwamba stood at the top of a tall tower, waiting for a miracle.

It was 2001 in Malawi, a country in Africa. On the ground below William, people from his village were gathered. The crowd was confused and excited. 

What is this kid doing? 

And what is THAT?

Atop the 16-foot tower was a strange machine. It was an upside-down bicycle attached to a fan. Four long plastic blades stuck out from the fan. 

This strange machine was a windmill. A windmill turns energy from the wind into electricity. Like most people in his village, William’s family didn’t have electricity in their home. William hoped that this windmill would change that. He had been working on it for months. Now it was finally ready.

William held a small light bulb. It was connected to the windmill with wires. Then he felt a breeze. 

His machine rumbled and groaned. It sounded like a beast in a cage trying to break free. 

Suddenly, the breeze grew into a wind. William held on to the wooden tower as it rocked back and forth. The windmill’s long plastic blades began spinning.

William hoped the bulb in his hand would light up. Would his dream of lighting up his home come true? 

Lucas Oleniuk/Toronto Star via Getty Images 

William working on a windmill he built

Ben Nabors/Group Theory Productions

That's William!

All Around Us

All Around Us

Electricity is one of the most powerful natural forces on Earth, and it’s all around us. It’s what you see flashing in the sky during some storms. It’s the spark you feel when you shuffle across a carpet and then touch a metal doorknob. It’s even inside you, making your heart beat. 

Electricity is also what we use to power our everyday lives. Think about how many times you’ve used electricity so far today. Maybe you flipped a switch in your room and the lights blinked on. Maybe you warmed a bowl of oatmeal in the microwave before school. Or perhaps you are using a laptop right now—it runs on electricity too! 

But where does electricity come from, and how does it get to us? 

In the United States, electricity is produced at more than 12,000 large sites called power plants. Most of these plants burn fuels like coal, oil, and natural gas to make electricity. There are other sources of energy too—including windmills (like William’s) and solar panels, which create electricity from sunlight. 

After electricity is produced, it travels to our homes, schools, and businesses through a system of wires known as power lines. From there, it powers our refrigerators, phones, air conditioners—basically, most of the things that make our lives easier.

Electricity is powerful, and it’s all around us. It’s what you see flashing in the sky during some storms. It’s the spark you feel when you walk across a carpet and then touch a metal doorknob. It’s even inside you, making your heart beat. 

We use electricity in our everyday lives. Think about how many times you’ve used electricity today. Maybe you flipped a switch in your room and the lights turned on. Maybe you warmed a bowl of oatmeal in the microwave. Or maybe you are using a laptop right now. 

But where does electricity come from? And how does it get to us? 

In the United States, electricity is made by power plants. These places burn coal, oil, and natural gas to make electricity. There are also other ways to make electricity. There are windmills (like William’s). There are solar panels, which create electricity from sunlight. 

After electricity is made, it gets to our homes, schools, and businesses through wires called power lines. From there, it powers our refrigerators, phones, and air conditioners. Electricity powers most of the things that make our lives easier.

Lucas Oleniuk/Toronto Star via Getty Images

William’s parents, Trywell and Agnes Kamkwamba, at their home

Daily Challenge

Daily Challenge

Yet nearly 750 million people around the world have little or no access to electricity. Most are in rural areas of Africa and South Asia. Many people there do not live close enough to a power plant to have electricity delivered to them. Even for those who do, the electricity can be unreliable, and getting connected can be difficult and expensive.

For William and his family, living without electricity was a daily challenge. They had to use fire for tasks like cooking meals and heating bathwater. Every morning, William’s sisters would trek more than three hours to gather firewood. Every evening, the family’s home would be plunged into darkness. When William wanted to stay up reading or studying, he had to light a small lantern filled with kerosene—a smelly fuel that can produce choking black smoke. It was usually easier to just go to bed when the sun went down, as most people in his village did.

In areas like William’s, not having electricity affects almost every part of life. Without washing machines, vacuums, and electric stoves, kids—especially girls—often spend so long doing chores that they have little time for school. Farmers and shop owners struggle to run their businesses without computers. And without access to the internet, people have a tough time communicating with the world beyond their villages. 

Yet millions of people around the world have little or no electricity. Most are in rural areas of the world. Many people there live too far away from a power plant to have electricity. Even for those who do, the electricity can be unreliable. Getting electricity can be difficult and expensive.

For William and his family, living without electricity was challenging. They had to use fire for cooking meals and heating bathwater. Every morning, William’s sisters would trek more than three hours to get firewood. Every evening, the family’s home would go dark. When William wanted to stay up reading or studying, he had to light a lantern filled with a smelly fuel that can release thick smoke. It was easier to go to bed when the sun went down. That’s what most people in his village did.

Where William lives, not having electricity affects almost every part of life. Without washing machines, vacuums, and electric stoves, kids—especially girls—often spend a long time doing chores. That means they have little time for school. It’s hard for farmers and shop owners to run their businesses without computers. And without access to the internet, people have a tough time connecting with the world outside their villages. 

Shutterstock.com

Located in southeastern Africa, Malawi is home to beautiful mountains, sparkling lakes, and grassy plains. Most people in the country are farmers.

Jim McMahon/Mapman ®

Facing Hunger

Facing Hunger

Growing up without TV or video games, William spent his free time taking apart devices like radios to see how they worked. He dreamed of becoming a scientist. 

“I was filled with the desire to understand, and the questions never stopped coming,” he later wrote in a book about his life. 

In the year 2000, William, then 13, was just about to start middle school. He couldn’t wait to take science classes with real lab equipment for doing experiments. 

While he waited for the school year to begin, William helped his dad get ready for harvest season. Like most people in their country, William’s dad was a farmer who mainly grew a type of corn called maize. In Malawi, maize is often eaten as a porridge for breakfast, lunch, and dinner.

Soon, though, Malawi was hit by a devastating drought—a long period without rain. Most of the maize plants withered in the ground. Without their main source of food, Malawians began facing terrible hunger. For months, William and his sisters often fell asleep to the sound of their stomachs growling.

Eventually the drought ended, and the next year’s crops grew well. But after a difficult year, William’s parents had little money to spare. They could no longer afford the cost of sending William to school.

His dream of becoming a scientist would have to wait.

Growing up without TV or video games, William spent his free time taking apart machines like radios. He wanted to see how they worked. He dreamed of becoming a scientist. 

“I was filled with the desire to understand, and the questions never stopped coming,” he later wrote in a book about his life. 

In the year 2000, William was 13. He was just about to start middle school. He couldn’t wait to take science classes. 

While he waited for the school year to begin, William helped his dad get ready for harvest season. Like most people in their country, William’s dad was a farmer. 

Soon, though, Malawi was hit by a long period without rain. Plants died in the ground. People in Malawi began facing terrible hunger. For months, William and his sisters fell asleep hungry.

Eventually, rain came, and the next year’s plants grew well. But after a difficult year, William’s parents had little extra money. They could not pay for William to go to school. 

His dream of becoming a scientist would have to wait. 

Sparked by Electricity

Sparked by Electricity

Shutterstock.com

Nikola Tesla's work helped pave the way for the electrical system we have today, which carries electricity over long distances.

As the school year started without him, William was determined to keep learning on his own. He often visited a new public library near his village.

One day, a book called Using Energy caught his eye. On the cover was a row of tall white towers, with blades that spun like a fan. Opening the book, William learned that these structures are called windmills. Their spinning blades capture energy from wind and feed it into a generator, a machine that produces electricity.

Wind is what’s known as a “clean” source of energy. When fuels like coal or oil are burned to create electricity, they release harmful gases. This contributes to climate change. But producing electricity from wind does not release such gases. Plus, wind will always blow, so it can’t be used up. 

As William read the textbook, a light bulb went off in his head—almost as if it were sparked by electricity. With a windmill, William realized, he could replace his family’s smoky lanterns with bright electric lights. Even better, he could use a windmill to power a pump that could pull water from the ground for his family’s maize fields. Without having to depend only on the rainy season to grow their crops, the family would be able to harvest them twice a year. They would never go hungry again.

William knew exactly what he had to do. He was going to build a windmill.

As the school year started without him, William kept learning on his own. He often visited a new library near his village.

One day, he saw a book called Using Energy. On the cover was a row of tall white towers, with blades that spun like a fan. Opening the book, William learned that these towers are called windmills. Their spinning blades take energy from wind and feed it into a generator, a machine that makes electricity.

Wind is a “clean” source of energy. When fuels like coal or oil are burned to create electricity, they release harmful gases. 

This adds to climate change. But making electricity from wind does not release such gases. 

Plus, wind will always blow, so it can’t be used up. 

As William read the textbook, he had an idea. With a windmill, William could replace his family’s smoky lanterns with electric lights. Even better, he could use a windmill to power a pump that could pull water from the ground for his family’s fields. They wouldn’t have to wait on the rainy season to grow their crops. They could harvest them twice a year. They would never go hungry again.

William decided to build a windmill.

Courtesy of Prometheus Entertainment

ELECTRIFYING THE WORLD

Humans have always been fascinated by electricity. But it wasn’t until scientific and technological advancements were made in the 1800s that electricity became more widely understood. Above, famous inventor Nikola Tesla experiments with electricity in the late 1800s.

Would It Work?

Would It Work?

Shutterstock.com

a bike with a bicycle dynamo

William couldn’t afford to buy any materials. So he hunted through a scrapyard filled with broken-down junk: rusted pipes, dusty hoses, twisted car parts. Bit by bit, he gathered the parts he needed. Meanwhile, he studied textbooks at the library, figuring out how to fit everything together. 

The final piece of the puzzle was something called a bicycle dynamo. A dynamo is a small generator that can be attached to a bike wheel. It turns energy from the spinning wheel into electricity that lights up the bike’s headlight. 

William hooked up a dynamo to his dad’s old bicycle. Then he bolted the bicycle to the top of a wooden tower and connected it to the windmill’s long plastic blades. When the wind spun the blades, the bicycle’s wheel would start turning. This would cause the dynamo to produce electricity that could power a light bulb. 

Or at least, that was the idea. 

Would it work? 

William couldn’t afford to buy any materials. So he looked through a scrapyard with junk like rusted pipes, dusty hoses, and twisted car parts. Slowly, he got the parts he needed. He studied textbooks at the library. He figured out how to fit the parts together. 

The final piece of the puzzle was something called a bicycle dynamo. A dynamo is a small generator. It can be attached to a bike wheel. It turns energy from the spinning wheel into electricity that lights up the bike’s headlight. 

William attached a dynamo to his dad’s old bicycle. Then he bolted the bicycle to the top of a wooden tower. He connected it to the windmill’s long plastic blades. When the wind spun the blades, the bicycle’s wheel would turn. This would cause the dynamo to make electricity that could power a light bulb. 

Would it work? 

A Burst of Light

A Burst of Light

As he clung to the top of his windmill on that windy day in 2001, gripping the light bulb, William feared his months of hard work had been for nothing. 

But then—a flicker.

The crowd below watched in amazement as the flicker exploded into light. 

“Look!” someone shouted. “He’s made light.”

William laughed. “I did it!” he said triumphantly. “And I’m going bigger now. Just wait and see.”

Over the following months, William’s windmill allowed his family to fill their home with electric lights. News quickly spread of the young inventor and his incredible electricity-making machine. To his great joy, William was offered the opportunity to go back to school. 

And just as he’d dreamed, he was able to build a bigger windmill—plus a solar-powered pump—to deliver water to his family’s farm. 

At the top of his windmill on that windy day in 2001, holding the light bulb, William worried he had wasted months of hard work. 

But then—a flicker.

The crowd below watched in awe as the flicker became light. 

“Look!” someone shouted. “He’s made light!”

William laughed. “I did it,” he said proudly. “And I’m going bigger now. Just wait and see!”

Over the next months, William’s windmill let his family fill their home with electric lights. News spread of his amazing machine. 

To William’s joy, he was able to go back to school. 

And just as he’d dreamed, he was able to build a bigger windmill—and a solar-powered pump—to deliver water to his family’s farm. 

Looking to the Future

Looking to the Future

Today all the homes in William’s village glow with electric lights, thanks to solar panels that he helped install. He has also helped bring electricity to the area’s schools, so curious students can study long past sundown.

Now in his 30s, William runs an organization in Malawi called Moving Windmills. The group has brought clean energy and wells to communities across the country. One of its main goals is to inspire young people to help solve problems in their communities, just like William did.

William’s advice to these young changemakers is simple. “Do not let fear keep you from taking the first step,” he says. “You never know what help you will find along the way or what lessons you can learn.” 

Today all the homes in William’s village have electric lights, thanks to solar panels that he helped install. He has also helped bring electricity to the area’s schools, so students can study past sundown.

Now in his 30s, William runs an organization called Moving Windmills. The group has brought clean energy and wells to people across Malawi. One of its big goals is to inspire young people to help solve problems where they live.

William’s advice to these young people is simple. “Do not let fear keep you from taking the first step,” he says. “You never know what help you will find along the way or what lessons you can learn.” 

Rocky Pond Books

Write to Win

Write a news article about William’s invention and how it helped solve some of his village’s problems. Entries must be submitted to “Wind Contest” by a teacher, parent, or legal guardian.* Three winners will each receive a copy of The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer. Visit the Storyworks Contests page for more information.

Contest Deadline: June 1, 2025

*Entries must be written by a student in grades 2-8 and submitted by their teacher, parent, or legal guardian, who will be the entrant and must be a legal resident of the U.S. age 18 or older. See the Digital Resource Guide or visit storyworks.scholastic.com/contests for details.

Write to Win

Write a news article about William’s invention and how it helped solve some of his village’s problems. Entries must be submitted to “Wind Contest” by a teacher, parent, or legal guardian.* Three winners will each receive a copy of The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer. Visit the Storyworks Contests page for more information.

Contest Deadline: June 1, 2025

*Entries must be written by a student in grades 2-8 and submitted by their teacher, parent, or legal guardian, who will be the entrant and must be a legal resident of the U.S. age 18 or older. See the Digital Resource Guide or visit storyworks.scholastic.com/contests for details.

This article was originally published in the May/June 2025 issue.

This article was originally published in the May/June 2025 issue.

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Step-by-Step Lesson Plan

Click here for great ideas for using Storyworks as a whole class, in small groups, or independently!

Click here for great ideas for using Storyworks as a whole class, in small groups, or independently!

1. Preparing to Read

Watch a Video, Preview Vocabulary, Set a Purpose for Reading

Project or write the following on your whiteboard as students walk into your classroom: When have you used electricity today? As a group, compile a list.

As a class, watch the video “Three Questions for William Kamkwamba” to meet the main character of the article, William Kamkwamba, and gain background information.

Show the Vocabulary Slideshow to preview challenging terms. Reinforce word knowledge with the game Know the Words or the Vocabulary Skill Builder. Highlighted terms: climate change, generator, power plants, rural, solar, trek, unreliable, wells.

Call on a student to read aloud the Up Close box on page 5 to set a purpose for reading.

Project or write the following on your whiteboard as students walk into your classroom: When have you used electricity today? As a group, compile a list.

As a class, watch the video “Three Questions for William Kamkwamba” to meet the main character of the article, William Kamkwamba, and gain background information.

Show the Vocabulary Slideshow to preview challenging terms. Reinforce word knowledge with the game Know the Words or the Vocabulary Skill Builder. Highlighted terms: climate change, generator, power plants, rural, solar, trek, unreliable, wells.

Call on a student to read aloud the Up Close box on page 5 to set a purpose for reading.

2. Reading and Discussing

Click here for great ideas for reading as a whole class, in small groups, or independently! Students can also listen to our Immersive Audio Read-Aloud.

Click here for great ideas for reading as a whole class, in small groups, or independently! Students can also listen to our Immersive Audio Read-Aloud.

Close-Reading Questions

  1. What details in the opening section support the idea that William Kamkwamba’s windmill might not work? (supporting details) Details include that William was “waiting for a miracle,” the crowd watching expressed doubt and confusion, the machine “rumbled and groaned,” the tower “rocked dangerously back and forth,” and William wondered if “his dream of lighting up his home” would come true.
  2. Read the section “Daily Challenge.” How is access to electricity in some parts of the world different from our experiences in the United States? (compare and contrast) In the United States, there is reliable electricity to power the things people need daily. But 750 million people in other parts of the world either have no way to get electricity, or the electricity they can access is unreliable, as well as being expensive and difficult to connect to.
  3. What are TWO ways that living without electricity makes everyday life hard? (key details) Sample answer: Living without electricity makes daily life hard because people have to spend time and energy gathering wood to light fires that are needed to cook food. Living without electricity to power machines like vacuums and washing machines also means daily activities like cleaning are more challenging and time-consuming.
  4. In 2000, how was the drought in Malawi an important turning point, or moment of big change, in William’s life? (cause and effect) The drought meant that William’s family didn’t have enough money to send William to school. He couldn't go to school to achieve his dream of becoming a scientist. To keep learning, he spent time at the library, where he got inspired to build a windmill.
  5. In the section “Would It Work?,” what challenge did William face in building his windmill? (problem and solution) The challenge William faced was that he couldn’t afford to buy materials. He had to find the things he needed to build the windmill in a scrapyard.
  6. The section “A Burst of Light” continues the story that Friedman begins in the introduction. Why might Friedman have organized her article in this way? (text structure) Friedman may have organized it this way to create suspense. At the end of the introduction, she leaves readers not knowing whether William’s windmill worked. Readers want to keep reading to find out what happened.
  7. Read the text feature “How to Be a Problem Solver” on page 9. How is the point of view of this text feature different from that of the article? Why do you think this sidebar was included with the article? (text features) The sidebar is in an interview format with answers that show William’s point of view. This text feature was probably included to hear directly from William—and to inspire us to think about what problems we can solve in our own communities.
  8. In the sections “A Burst of Light” and “Looking to the Future,” what evidence is there that electricity has helped both William’s family and his community? (text evidence) Having electricity helped William’s family because they were able to have a pump that delivers water to their farm. It helped his community because now young students who live there can study for longer hours with the light from electric bulbs.



  1. What details in the opening section support the idea that William Kamkwamba’s windmill might not work? (supporting details) Details include that William was “waiting for a miracle,” the crowd watching expressed doubt and confusion, the machine “rumbled and groaned,” the tower “rocked dangerously back and forth,” and William wondered if “his dream of lighting up his home” would come true.
  2. Read the section “Daily Challenge.” How is access to electricity in some parts of the world different from our experiences in the United States? (compare and contrast) In the United States, there is reliable electricity to power the things people need daily. But 750 million people in other parts of the world either have no way to get electricity, or the electricity they can access is unreliable, as well as being expensive and difficult to connect to.
  3. What are TWO ways that living without electricity makes everyday life hard? (key details) Sample answer: Living without electricity makes daily life hard because people have to spend time and energy gathering wood to light fires that are needed to cook food. Living without electricity to power machines like vacuums and washing machines also means daily activities like cleaning are more challenging and time-consuming.
  4. In 2000, how was the drought in Malawi an important turning point, or moment of big change, in William’s life? (cause and effect) The drought meant that William’s family didn’t have enough money to send William to school. He couldn't go to school to achieve his dream of becoming a scientist. To keep learning, he spent time at the library, where he got inspired to build a windmill.
  5. In the section “Would It Work?,” what challenge did William face in building his windmill? (problem and solution) The challenge William faced was that he couldn’t afford to buy materials. He had to find the things he needed to build the windmill in a scrapyard.
  6. The section “A Burst of Light” continues the story that Friedman begins in the introduction. Why might Friedman have organized her article in this way? (text structure) Friedman may have organized it this way to create suspense. At the end of the introduction, she leaves readers not knowing whether William’s windmill worked. Readers want to keep reading to find out what happened.
  7. Read the text feature “How to Be a Problem Solver” on page 9. How is the point of view of this text feature different from that of the article? Why do you think this sidebar was included with the article? (text features) The sidebar is in an interview format with answers that show William’s point of view. This text feature was probably included to hear directly from William—and to inspire us to think about what problems we can solve in our own communities.
  8. In the sections “A Burst of Light” and “Looking to the Future,” what evidence is there that electricity has helped both William’s family and his community? (text evidence) Having electricity helped William’s family because they were able to have a pump that delivers water to their farm. It helped his community because now young students who live there can study for longer hours with the light from electric bulbs.

Critical-Thinking Questions

9. A goal of William’s is to inspire young changemakers to come up with solutions to problems in their communities. Are there any problems in your community that you’d like to solve? How might you start trying to solve them? (making connections) Answers will vary.

10. Describe two of William’s qualities that make him an effective problem solver. Support your answer with evidence from the text. (key idea) Answers will vary, but some qualities students may suggest include observant, determined, innovative, creative, and proactive.

9. A goal of William’s is to inspire young changemakers to come up with solutions to problems in their communities. Are there any problems in your community that you’d like to solve? How might you start trying to solve them? (making connections) Answers will vary.

10. Describe two of William’s qualities that make him an effective problem solver. Support your answer with evidence from the text. (key idea) Answers will vary, but some qualities students may suggest include observant, determined, innovative, creative, and proactive.

3. Skill Building and Writing

Featured Skill: Problem and Solution

Distribute or digitally assign the Problem and Solution Skill Builder (available on two levels), which will guide students to respond to the writing prompt on page 9.

After students complete their news articles, you can send their work to our writing contest (see our contest page for details).

Distribute or digitally assign the Problem and Solution Skill Builder (available on two levels), which will guide students to respond to the writing prompt on page 9.

After students complete their news articles, you can send their work to our writing contest (see our contest page for details).

Differentiate and Customize
For Small Group Intervention

Put students in pairs. Ask them to highlight the problems William and his family faced in one color, and the problems his larger community faced in another. Allow students to come together to share the problems they highlighted and discuss the solutions William found.

For Advanced Readers

Point out the sidebar “How to Be a Problem Solver.” Have students include details from the sidebar, the main text, and the video to create a how-to guide for solving problems in your community. Their guides can be a poster, a pamphlet, or a video.

For Multilingual Learners

There are several complex machines mentioned in this article (power plants, generators, solar panel, windmill, dynamo). The first three are in the vocabulary slideshow, while the last two are pictured in the story. To assist with comprehension, refer back to the images as you encounter each machine in the story.

Can't-Miss Teaching Extras
Explore the Storyworks Archive

Pair this article with “Two Miles for a Drink of Water” and “Little Miss Flint,” two stories about girls fighting to bring safe drinking water to their communities.

Meet Another Young Problem Solver from Africa

Richard Turere was only 11-years-old when he invented Lion Lights, a solar-powered light system to keep his family’s cattle safe from lions. Learn more about him in this 4-minute video from BBC News. (Note: Video begins after a short advertisement.) 

Learn More About Wind Energy

Students can take a deep dive into how electricity is generated by the wind at this webpage from the U.S. Energy Information Administration. 

Be a Kid Inventor

The folks at Wonderopolis created this post about how things get invented. It includes examples of inventions by kids as well as tips for what to do if you have a great idea for something new. For more inspiration, check out “This Book Thinks You're an Inventor,” an interactive book that encourages kids to notice details, question everything, and dream up new ideas. 

Literature Connection

The Boy Who Harnessed the Wind, Young Reader’s Edition by  William Kamkwamba and Bryan Mealer

Hidden Systems by Dan Nott

Maya and the Robot By Eve L. Ewing

Text-to-Speech