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3 | Kit Name | Subject Area(s) | Grade Band | One-Pager Link | Oregon 2021 Math Standards | Common Core Math Standards | Science Standards (NGSS / DCI) | Oregon 2022 Science Standards | ELA Standards (Common Core) | Key Learning Objectives | Career Connections | Essential Employability Skills | Tags / Keywords | Time (mins) | Group Size | |||||||||
4 | 1" Button Maker | Engineering / Art / Design / Manufacturing | 6–12 | https://www.midvalleystem.org/media/2025/03/1-Button-Maker-STEAM-Kit-1-pager.pdf | 6.RP.A.1-3; 7.G.A.1-3; 8.EE.C.7 | MS-ETS1-1-4; HS-ETS1-2 | MS-ETS1-1; MS-ETS1-2; MS-ETS1-3; MS-ETS1-4; HS-ETS1-2 | W.6-12.7-8; SL.6-12.1-6; WHST.6-12.2 | Develop design, problem-solving, and creativity skills through hands-on production. Understand manufacturing processes, quality control, and entrepreneurship. Explore connections between graphic design, product development, and marketing. | Graphic Designer, Product Developer, Marketing Specialist, Manufacturer | Communication, Adaptability, Time Management, Initiative, Organization, Teamwork, Problem Solving | design, manufacturing, marketing, creativity, teamwork | 60–120 | Up to 4 students | ||||||||||
5 | 2 1/4" Button Maker | Manufacturing - Design - Art | 6th - 12th | https://www.midvalleystem.org/media/2025/03/2-14-Button-Maker-STEAM-Kit-1-pager-Mock-up.pdf | ETS1.A; ETS1.B; ETS1.C | Develop design, problem-solving, and creativity skills through hands-on button-making. Learn about production processes, quality control, and manufacturing techniques. Understand the practical applications of graphic design in product development. Enhance time management, organization, and initiative through project-based learning. Foster teamwork and communication by collaborating on creative and technical tasks. | Button-making introduces design, marketing, commerce, and production skills. Develop graphic design expertise by creating engaging and visually appealing buttons. Explore manufacturing and production techniques, including quality control and assembly. Gain an understanding of entrepreneurship and product development through custom merchandise creation. Learn promotional product development, connecting to careers in branding, advertising, and merchandising. | Communication Adaptability Time Management Initiative Planning Organization Teamwork Problem Solving Resources and | 60; Multiple sessions | up to 4 students at once | ||||||||||||||
6 | 3" Button Maker | Engineering / Art / Design / Manufacturing | 6–12 | https://www.midvalleystem.org/media/2025/03/3-Button-Maker-STEAM-Kit-1-pager-.pdf | 6.RP.A.1-3; 7.G.A.1-3; HSG.MG.A.1 | MS-ETS1-1-4; HS-ETS1-2 | MS-ETS1-1; MS-ETS1-2; MS-ETS1-3; MS-ETS1-4; HS-ETS1-2 | W.6-12.7-8; SL.6-12.1-6; WHST.6-12.2 | Develop design, problem-solving, and creativity skills through hands-on button-making. Learn about production processes, quality control, and team collaboration. Apply entrepreneurship and marketing concepts through creative projects. | Graphic Designer, Manufacturer, Marketing Specialist, Entrepreneur | Communication, Planning, Organization, Teamwork, Problem Solving | design, production, creativity, entrepreneurship, teamwork | 60–120 | Up to 4 students | ||||||||||
7 | 3Doodler 3D Pens | Engineering; Art/Design; Math | 3–12 | https://www.midvalleystem.org/media/2025/03/3Doodler-3D-Pens-STEAM-Kit-1-pager.pdf | 3.G; 5.G; 7.G; HSG.CO; HSG.MG; MP4 | 3.G; 5.G; 7.G; HSG.CO; HSG.MG; MP4 | ETS1(ENGINEERINGDESIGN) | SL.3-12.4(PRESENT); W.3-12.2(EXPLANATORY) | Create 3D models; explore structure and stability; prototype artistic and functional designs. | Industrial/Product Design; Engineering & Architecture; Digital Arts & Animation; Entrepreneurship | Creativity; Innovation; Problem-solving; Dexterity & precision; Collaboration; Communication | 3D pen, prototyping, structures, stencils, spatial reasoning | 30–90 | 1 pen per student | ||||||||||
8 | 6th Grade VersaTiles | Math / Practice & Mastery | 6 | https://www.midvalleystem.org/media/2025/07/X-6th-Grade-Versa-Tiles-Kit-1-pager.pdf | 6.RP.A.1; 6.NS.A-B; 6.EE.A-B; 6.G.A.1; 6.SP.A-B | CCSS.MATH.CONTENT.6.RP.A; 6.NS.A-B; 6.EE.A-B; 6.G.A.1; 6.SP.A-B | SL.6.1; WHST.6-8.2 | Build fluency with operations, geometry, and ratios; receive immediate feedback via self-checking tiles; explain strategies and correct errors. | Engineer, Architect, Data Analyst, Financial Planner, Programmer | Numeracy, Critical Thinking, Attention to Detail, Communication, Self-Management | self-checking, fluency, ratios, geometry, percent | 15–30 | 1–2 per set | |||||||||||
9 | 7th Grade VersaTiles | Math / Practice & Mastery | 7 | https://www.midvalleystem.org/media/2025/07/X-7th-Grade-Versa-Tiles-Kit-1-pager.pdf | 7.RP.A.1; 7.NS.A.1; 7.EE.A-B; 7.G.A-B; 7.SP.A-B | CCSS.MATH.CONTENT.7.RP.A; 7.NS.A.1; 7.EE.A-B; 7.G.A-B; 7.SP.A-B | SL.7.1; WHST.6-8.2 | Strengthen proportional reasoning, operations with rational numbers, and linear equations/inequalities; apply math to everyday contexts. | Engineer, Data Scientist, Architect, Financial Analyst, Programmer | Numeracy, Critical Thinking, Attention to Detail, Communication, Independence & Initiative | proportional relationships, integers, equations, geometry | 15–30 | 1–2 per set | |||||||||||
10 | 8th Grade VersaTiles | Math / Practice & Mastery | 8 | https://www.midvalleystem.org/media/2025/07/X-8th-Grade-Versa-Tiles-Kit-1-pager.pdf | 8.EE.A-C; 8.F.A-B; 8.SP.A.1; 8.G.A-C | CCSS.MATH.CONTENT.8.EE.A-C; 8.F.A-B; 8.SP.A.1; 8.G.A-C | SL.8.1; WHST.6-8.2 | Interpret and analyze functions; solve linear equations and systems; connect algebra and geometry through grade-level problem sets. | Engineer, Economist, Data Analyst, Urban Planner, Computer Scientist | Analytical Thinking, Attention to Detail, Problem-Solving, Communication, Adaptability | linear equations, systems, functions, geometry | 15–30 | 1–2 per set | |||||||||||
11 | Action Cam | ELA / Media Production / Technology | 6–12 | https://www.midvalleystem.org/media/2025/04/Action-Cam-STEAM-Kit-1-pager-1.pdf | SEP:OBTAINING&COMMUNICATINGINFORMATION | SL.6-12.1; W.6-12.6; WHST.6-12.2 | Capture stabilized video; plan shots/sequences; manage files and edit footage to communicate STEM topics. | Field Reporter, Videographer, Content Creator, Science Communicator | Communication, Technology Literacy, Time Management, Collaboration, Problem-Solving | action camera, stabilization, b‑roll, editing | 45–multi-session | 1–4 | ||||||||||||
12 | Algeblocks Algebra Classroom Kit | Math / Algebra | 5–10 | https://www.midvalleystem.org/media/2025/07/X-Algeblocks-Algebra-Classroom-STEAM-Kit-1-pager.pdf | 6.EE.A-B; 7.EE.A-B; 8.EE.C.1; HSA-CED.A; HSA-REI.A-B | CCSS.MATH.CONTENT.6.EE.A-B; 7.EE.A-B; 8.EE.C.1; HSA-CED.A; HSA-REI.A-B | RST.6-10.7; WHST.6-10.2 | Model expressions and equations with manipulatives; solve linear equations and systems; simplify expressions by combining like terms. | Mathematician, Engineer, Economist, Computer Scientist | Critical Thinking, Collaboration, Communication, Attention to Detail, Adaptability | algeblocks, variables, constants, systems, simplification | 20–45 | 1–3 | |||||||||||
13 | Algebra Resource Kit | Math / Algebra | 5–8 | https://www.midvalleystem.org/media/2025/07/X-Algebra-Resource-Kit-STEAM-Kit-1-pager.pdf | 6.EE.A-B; 7.EE.A-B; 8.EE.C.1; 8.F.A-B; 5.NF.A-B(FRACTIONSOPERATIONS) | CCSS.MATH.CONTENT.6.EE.A-B; 7.EE.A-B; 8.EE.C.1; 8.F.A-B; 5.NF.A-B | RST.6-8.7; WHST.6-8.2 | Represent and solve equations using algebra tiles and balance; simplify expressions; perform fraction operations using manipulatives; connect models to symbols. | Mathematician, Engineer, Economist, Data Analyst | Critical Thinking, Collaboration, Communication, Attention to Detail, Adaptability | algebra tiles, equation balancer, expressions, equations, fraction tiles | 20–40 | 1–4 | |||||||||||
14 | Art of Storytelling | ELA / Media / Design | 3–12 | https://www.midvalleystem.org/media/2025/04/Art-of-Storytelling-STEAM-Kit-1-pager-1.pdf | ETS1.A; ETS1.B; ETS1.C; SEP | SL.3-12.1; W.3-12.3; W.3-12.6 | Develop narrative structure; storyboard and script; produce and present multimedia stories with clarity and voice. | Writer, Animator, Journalist, Content Creator | Communication, Creativity, Collaboration, Planning, Organization | story arc, storyboard, script, multimedia | 30–multi-session | 1–4 | ||||||||||||
15 | Beebots | Computer Science / Early Coding / Math | K–3 | https://www.midvalleystem.org/media/2025/03/Beebots-STEAM-Kit-1-pager.pdf | K.MD.B.1; 1.G.A.1; 2.MD.A.1 | CCSS.MATH.CONTENT.K.MD.B; 1.G.A.1; 2.MD.A.1 | K-2-ETS1-1-2 | K-2-ETS1-1; K-2-ETS1-2 | SL.K-3.1 | Sequence commands and debug routes; connect grid coordinates to movement; collaborate in planning routes to reach goals. | Programmer, Robotics Engineer, Game Designer, Educator | Logical Reasoning, Collaboration, Communication, Problem-Solving | sequencing, debugging, grid, early coding, mats | 15–40 | 2–3 per robot | |||||||||
16 | Bell Jars | Physics / Chemistry / Earth Science | 6–12 | https://www.midvalleystem.org/media/2025/05/Bell-Jars-STEAM-Kit-1-pager.pdf | 6.EE.A.1; 8.F.A.1 | CCSS.MATH.CONTENT.6.EE.A; 8.F.A.1 | ESS2.A; ESS2.C; ESS2.D; ETS1.A; ETS1.B; ETS1.C; PS1.A; PS1.B | RST.6-12.7; WHST.6-12.2 | Investigate air pressure, vacuum effects, and gas behavior; design controlled experiments; collect and graph observational data. | Physicist, Lab Technician, Chemical Engineer, Materials Scientist | Inquiry, Data Collection, Critical Thinking, Communication, Safety Awareness | vacuum, pressure, gas laws, demonstrations, inquiry | 30–60 | 2–4 | ||||||||||
17 | Blue Yeti USB Mic | ELA / Media Production / Technology | 6–12 | https://www.midvalleystem.org/media/2025/03/Blue-Yeti-USB-Mic-STEAM-Kit-1-pager.pdf | SEP:OBTAINING; EVALUATING&COMMUNICATINGINFORMATION | SL.6-12.1; SL.6-12.4-6; W.6-12.6 | Capture broadcast-quality audio; apply mic patterns and gain staging; plan, script, and produce voice recordings and interviews. | Audio Engineer, Podcaster, Journalist, Media Producer | Communication, Collaboration, Technology Literacy, Time Management, Attention to Detail | microphone, cardioid, gain, podcast, interview | 30–multi-session | 1–4 | ||||||||||||
18 | Brain Flakes | Engineering / Math / Spatial Reasoning | K–8 | https://www.midvalleystem.org/media/2025/05/Brain-Flakes-STEAM-Kit-1-pager.pdf | K.G.A-B; 2.G.A.1; 3.MD.A.1 | CCSS.MATH.CONTENT.K.G.A-B; 2.G.A.1; 3.MD.A.1 | K-2-ETS1-1-2; 3-5-ETS1-2 | K-2-ETS1-1; K-2-ETS1-2; 3-5-ETS1-2 | SL.K-8.1 | Design and assemble 3D models; explore symmetry and stability; measure spans and heights to compare designs. | Architect, Industrial Designer, Mechanical Engineer, Maker | Creativity, Collaboration, Communication, Attention to Detail, Problem-Solving | disc building, symmetry, tessellation, towers, bridges | 20–60 | 2–4 | |||||||||
19 | Buildzi | Engineering / Math / Spatial Reasoning | K–8 | https://www.midvalleystem.org/media/2025/07/X-Buildzi-STEAM-Kit-1-pager.pdf | K.G.A-B; 1.G.A.1; 2.G.A.1; 3.G.A.1; 4.MD.A(MEASUREMENT); 5.G.A.1 | CCSS.MATH.CONTENT.K.G.A-B; 1.G.A.1; 2.G.A.1; 3.G.A.1; 4.MD.A.1; 5.G.A.1 | K-2-ETS1-1-2; 3-5-ETS1-1-2(ENGINEERINGDESIGN) | K-2-ETS1-1; K-2-ETS1-2; 3-5-ETS1-1; 3-5-ETS1-2 | SL.K-8.1(DISCOURSE) | Develop spatial reasoning and pattern recognition; apply balance, stability, and design strategies; collaborate to replicate and design structures. | Architect, Structural Engineer, Industrial Designer, Construction Manager, Game Designer | Creativity & Innovation, Critical Thinking, Collaboration, Attention to Detail, Communication | stacking, towers, stability, pattern matching, build race | 15–45 | 2–4 per set | |||||||||
20 | Bulk LEGO | Engineering / Design / Math | K–12 | https://www.midvalleystem.org/media/2025/03/Bulk-LEGO-STEAM-Kit-1-pager.pdf | K.G.A-B; 1.G.A.1; 3.G.A.1; 4.MD.A.1 | CCSS.MATH.CONTENT.K.G.A-B; 1.G.A.1; 3.G.A.1; 4.MD.A.1 | K-2-ETS1-1-2; 3-5-ETS1-2; MS-ETS1-2 | K-2-ETS1-1; K-2-ETS1-2; 3-5-ETS1-2; MS-ETS1-2 | SL.K-12.1 | Prototype structures and mechanisms; apply geometric reasoning and measurement; iterate designs in response to constraints. | Architect, Civil Engineer, Industrial Designer, Construction Manager | Creativity, Collaboration, Problem-Solving, Communication, Planning | open build, prototyping, geometry, measurement, constraints | 20–90 | 2–4 | |||||||||
21 | Casio fx-115ES Plus (Scientific Calculators) | Math; Science | 6–12 | n/a | EXPRESSIONS&EQUATIONS(6.EE-8.EE); THENUMBERSYSTEM(7.NS); FUNCTIONS(8.F; HSF.IF); STATISTICS&PROBABILITY(HSS.ID; HSS.IC) | 6.EE; 7.NS; 8.EE; 8.F; HSF.IF; HSS.ID; HSS.IC | SCIENCEDATAANALYSISSUPPORT(CROSS-CUTTINGWITHMATH) | RSTS; WHST.6-12(MATH; SCIENCELITERACY) | Use scientific calculators for multi-step problems; interpret outputs; support inquiry and lab analysis. | Engineering; Data Science; Physical Sciences; Economics | Quantitative reasoning; Problem-solving; Precision; Tool fluency | calculator, fractions, exponents, scientific notation, statistics | 30–60 | 1–2 students per calculator | ||||||||||
22 | Chibitronics (Paper Circuits) | Engineering; Science; Art/Design | 3–8 | https://www.midvalleystem.org/media/2025/04/Chibitronics-STEAM-Kit-1-pager.pdf | MATHEMATICALPRACTICES(MP1-MP3); GEOMETRY(3.G-5.G) | MP1-MP3; 3.G; 4.G; 5.G | PS3(ENERGY); PS4.C(INFORMATIONTRANSFER); ETS1(DESIGN) | W.3-8.2(EXPLANATORY); SL.3-8.1(DISCUSSION) | Build simple paper circuits; connect LEDs and batteries; plan, test, and refine interactive designs. | Electrical Engineer; Interactive Product Designer; Graphic/Visual Designer; STEM Educator; Toy/Tool Developer | Creativity & innovation; Problem-solving; Attention to detail; Communication; Perseverance | paper circuits, LEDs, copper tape, design thinking, interactive art | 30–60 | 1–2 per project | ||||||||||
23 | Circuit Scribe (Conductive Ink) | Engineering; Circuits; Art/Design | 4–12 | https://www.midvalleystem.org/media/2025/04/Circuit-Scribe-STEAM-Kit-1-pager-1.pdf | MATHEMATICALPRACTICES(MP2; MP4); GEOMETRYFORLAYOUTPLANNING(4.G; 5.G; 7.G) | MP2; MP4; 4.G; 5.G; 7.G | PS3.B(ENERGYTRANSFER); PS4.C(INFORMATIONTECHNOLOGIES); ETS1(DESIGN) | WHST.6-12.2(EXPLANATORY); SL.4-12.1(COLLABORATION) | Understand series/parallel circuits; design and troubleshoot conductive-ink circuits; integrate art with electronics. | Electrical Engineering; Product Design; Interactive Media; Robotics & Embedded Systems | Problem-solving; Creativity & innovation; Attention to detail; Collaboration; Technical communication | conductive ink, LEDs, series, parallel, paper circuits, prototypes | 30–60 | 1–2 students per kit | ||||||||||
24 | Cody Roby (Unplugged Coding) | Computer Science; Technology | 2–6 | https://www.midvalleystem.org/media/2025/05/Cody-Roby-STEAM-Kit-1-pager.pdf | MATHEMATICALPRACTICES(MP1-MP3); GEOMETRY(2.G)-SPATIALREASONING | MP1-MP3; 2.G.1(SPATIALREASONINGLINK) | SL.2-6.1(COLLABORATIVEDISCUSSIONS); SL.2-6.4(PRESENT); W.2-6.2(EXPLANATORY) | Sequence commands; debug and iterate; communicate strategies; collaborate in roles. | Software Developer; Robotics Engineer; Game Designer; Systems Analyst; CS Educator | Critical thinking; Teamwork; Technical literacy; Analytical reasoning; Communication | unplugged coding, sequencing, algorithms, debugging, maze, logic | 30–60 | 2–4 students per board | |||||||||||
25 | Compasses and Protractors | Math / Geometry / Measurement | 3–12 | n/a | 4.MD.C.5-7; 7.G.A-B; HSG-CO.D; HSG-C.A | SL.3-12.1 | Measure and classify angles; draw precise circles; perform basic constructions; apply geometry to design challenges. | Engineer, Architect, Surveyor, Mathematician | Critical Thinking, Attention to Detail, Collaboration, Communication, Problem-Solving | angles, circles, protractor, compass, geometric design | 15–45 | 1–2 per set | ||||||||||||
26 | Crusher Stress Test | Engineering; Science; Math | 4–10 | https://www.midvalleystem.org/media/2025/05/Crusher-Stress-Test-STEAM-Kit-1-pager.pdf | RATIOS&PROPORTIONALRELATIONSHIPS(6.RP); GEOMETRY(7.G); QUANTITIES(HS.N-Q); MATHEMATICALPRACTICES(MP1-MP4) | 6.RP.1-3; 7.G.1-2; HSN.Q.A.1-3; MP1-MP4 | PS2(FORCES); ETS1.A-C(ENGINEERINGDESIGN) | RST.6-10.3(FOLLOWPROCEDURES); WHST.6-10.2(EXPLANATORY); SL.6-10.1(DISCUSSIONS) | Model compression and structural stress; test designs; analyze failure and redesign for improved performance. | Civil Engineer; Structural Engineer; Architect; Materials Scientist; Safety Inspector | Problem-solving; Critical thinking; Teamwork; Attention to detail; Communication | compression, load testing, structures, failure analysis, iteration | 45–90 per cycle | 2–4 students per group | ||||||||||
27 | Cuisenaire Rods | Math / Number Sense / Fractions / Operations | 1–8 | https://www.midvalleystem.org/media/2025/07/X-Cuisenaire-rods-STEAM-Kit-1-pager.pdf | 1.OA.A-C; 2.OA.A-B; 3.NF.A.1; 4.NF.A-B; 5.NF.A-B; 6.NS.A.1; 7.RP.A.1 | SL.1-8.1 | Model addition, subtraction, multiplication; explore fractions and ratios; build patterns and sequences; connect concrete to abstract. | Mathematician, Engineer, Architect, Teacher | Critical Thinking, Problem-Solving, Creativity, Collaboration, Communication | manipulatives, number relationships, patterns, fractions, ratios | 15–45 | 1–2 | ||||||||||||
28 | Databot (Sensor Lab) | Science; Computer Science; Math | 5–12 | https://www.midvalleystem.org/media/2025/05/Databot-STEAM-Kit-1-pager.pdf | STATISTICS&PROBABILITY(6.SP; 7.SP; HSS.ID; HSS.IC); FUNCTIONS(8.F; HSF.IF); MATHEMATICALPRACTICES(MP2; MP4) | 6.SP.1-5; 7.SP.1-8; HSS.ID.A-C; HSS.IC; 8.F; HSF.IF; MP2; MP4 | PS3(ENERGY); PS4(WAVES-SENSORS; DATA); ETS1(ENGINEERING); ESS3(HUMANIMPACTS; AIRQUALITY) | RST.6-12.7(INTEGRATEQUANTITATIVEINFO); WHST.6-12.2(INFORMATIVEWRITING); SL.6-12.4(PRESENTFINDINGS) | Collect and interpret real-time sensor data; build data literacy; connect measurements to scientific phenomena. | Data Analyst; Environmental Scientist; Biomedical Technician; Mechanical/Aerospace Engineer; STEM Educator | Critical thinking; Problem-solving; Collaboration; Communication; Digital & technical literacy | sensors, data, graphs, temperature, light, air quality, Vizeey | 30–90 | 2–3 students per databot | ||||||||||
29 | Dominoes | Engineering; Math; Physics | K–8 | https://www.midvalleystem.org/media/2025/03/Dominoes-STEAM-Kit-1-pager.pdf | COUNTING&CARDINALITY(K.CC); MEASUREMENT&DATA(K.MD); OPERATIONS&ALGEBRAICTHINKING(1.OA-3.OA); NUMBER&OPERATIONS-FRACTIONS(3.NF-4.NF); MATHEMATICALPRACTICES(MP1-MP4) | K.CC; K.MD; 1.OA; 2.OA; 3.OA; 3.NF; 4.NF; MP1-MP4 | PS2.A; B(MOTION&STABILITY) | SL.K-4.1(COLLABORATIVEDISCUSSIONS); SL.K-4.4(PRESENTKNOWLEDGE) | Build number sense and patterns; explore cause-and-effect and sequencing; practice precision and persistence. | Early Education; Cognitive Science; Recreational Therapy | Logical reasoning; Problem-solving; Hand–eye coordination; Attention to detail | dominoes, patterns, counting, fractions, sequencing, chain reaction | 15–90 | Up to 10 students per kit | ||||||||||
30 | Dominoes Challenge | Engineering; Math; Art | K–12 | https://www.midvalleystem.org/media/2025/04/Dominoes-Challenge-STEAM-Kit-1-pager.pdf | MEASUREMENT&DATA(K.MD-5.MD); GEOMETRY(K.G-7.G); MATHEMATICALPRACTICES(MP1-MP6) | K.MD; 1.MD; 2.MD; 3.MD; 4.MD; 5.MD; K.G; 1.G; 2.G; 3.G; 4.G; 5.G; 6.G; 7.G; MP1-MP6 | PS2.A; B(FORCES&INTERACTIONS); ETS1.A-C(ENGINEERINGDESIGN) | SL.1-8.1(COLLABORATIVEDISCUSSIONS); SL.1-8.5(STRATEGICUSEOFVISUALS) | Plan and build multi-step chain reactions; apply energy transfer ideas; iterate designs with troubleshooting. | Mechanical Engineer; Architect; Industrial Designer; Film & Special Effects | Problem-solving; Critical thinking; Teamwork; Communication; Attention to detail; Resilience | domino challenge, stairs, turn styles, obstacles, planning, iteration | 30–90 | Small groups or whole class | ||||||||||
31 | Dry Erase Fraction Number Lines | Math / Fractions / Number Sense | 3–6 | https://www.midvalleystem.org/media/2025/07/X-Dry-Erase-Fraction-Number-Lines-STEAM-Kit-1-pager.pdf | 3.NF.A.1; 4.NF.A-B; 5.NF.A-B; 6.NS.A.1 | CCSS.MATH.CONTENT.3.NF.A; 4.NF.A-B; 5.NF.A-B; 6.NS.A.1 | SL.3-6.1 | Place, compare, and operate with fractions on number lines; connect models to symbols; solve contextual problems. | Engineer, Pharmacist, Chef, Financial Analyst | Numeracy, Critical Thinking, Communication, Attention to Detail | fraction number line, equivalence, comparison, operations | 15–30 | 1–2 | |||||||||||
32 | Early Learning Math | Math / Patterning / Sequencing / Spatial | Pre‑K–3 | https://www.midvalleystem.org/media/2025/07/X-Early-Learning-Math-STEAM-Kit-1-pager.pdf | K.CC.A.1; K.MD.B.1; K.G.A-B; 1.OA.A.1; 2.OA.A.1; 2.G.A.1 | SL.K-3.1 | Develop patterning, sequencing, counting, and spatial reasoning; solve logic puzzles (Towers of Hanoi); communicate math stories. | Architect, Fashion Designer, Engineer, Artist, Software Developer | Numeracy, Critical Thinking, Problem-Solving, Creativity, Communication | pattern blocks, bead sequencing, counters, Towers of Hanoi | 10–20 per activity | 2–3 | ||||||||||||
33 | Edison Edcreate | Tech - Robotics - Engineering | K - 12th grades | https://www.midvalleystem.org/media/2025/04/Edison-Edcreate-STEAM-Kit-1-pager.pdf | Enhance understanding of robotics Engineering, automation, and manufacturing principles Problem-solving through hands-on building | Robotics Engineering – Designing and programming Edison robots builds skills for careers in industrial automation, robotic prosthetics, and AI-driven robotics. Mechanical Engineering – Building moving parts, gears, and structures helps students develop skills needed for designing machines, vehicles, and mechanical systems. Creative Design & Prototyping – Innovating with EdCreate fosters creativity and design skills relevant to careers in product design, 3D modeling, and prototyping. Automation & Manufacturing – Understanding robotic systems and their real-world tasks prepares students for careers in automated assembly, logistics, and smart manufacturing. STEM Education & Research – Learning robotics and engineering principles prepares students for roles in education, technology outreach, and engineering research. | Critical thinking Creativity Teamwork Technical literacy Analytical reasoning Resources and Accessibility Library Catalog Safety Guidelines Supervise all building activities to ensure safe handling and use of kit components. Keep small parts out of reach of young children to prevent choking hazards. Library Resources Accessibility Ensure workspaces are accessible to all students, including those with physical disabilities. Provide tools and modifications to accommodate students’ various needs. Feedback QR to feedback survey | e, system integration to develop | 60–120 | Up to 4 students per robot | ||||||||||||||
34 | Egg Incubators | Life Science / Agriculture / Data | 3–12 | https://www.midvalleystem.org/media/2025/05/Egg-Incubators-STEAM-Kit-1-pager.pdf | 6.SP.A-B; HSN.Q.A | CCSS.MATH.CONTENT.6.SP.A-B; HSN.Q.A | 3-LS1-1; MS-LS1-1; HS-LS1-1 | 3-LS1-1; MS-LS1-1; HS-LS1-1 | RST.6-12.7; WHST.6-12.2 | Monitor temperature and humidity; log embryo development; design brooders; present life-cycle findings with evidence. | Poultry Scientist, Veterinarian, Agricultural Technician, Wildlife Biologist, Science Educator | Responsibility, Observation, Data Tracking, Problem-Solving, Communication, Teamwork | incubation, humidity, candling, brooder, life cycle | Multi-session (weeks) | 10–20 students (teams) | |||||||||
35 | Field Reporting / Vlogging | ELA / Media / Journalism | 6–12 | https://www.midvalleystem.org/media/2025/04/Field-ReportingVlogging-STEAM-Kit-1-pager-1.pdf | SEP:COMMUNICATINGINFORMATION | SL.6-12.1; SL.6-12.4-6; W.6-12.6 | Plan and capture field footage; manage audio, light, and stability; edit stories about STEM topics; practice ethical reporting. | Broadcast Journalist, Video Editor, Environmental Communicator, Content Creator | Communication, Planning, Organization, Technology Literacy, Problem-Solving | GoPro, field kit, mounts, b‑roll, interviews | 60–multi-session | 1–4 | ||||||||||||
36 | Finch Flock (Robotics) | Computer Science / Robotics / Coding | K–12 | https://www.midvalleystem.org/media/2025/04/Finch-Flock-STEAM-Kit-1-pager-2.pdf | 6.EE.A.1; 8.F.A.1; HSN.Q.A | CCSS.MATH.CONTENT.6.EE.A; 8.F.A.1; HSN.Q.A | K-12CSPRACTICES; MS-ETS1-2; HS-ETS1-2 | MS-ETS1-2; HS-ETS1-2 | SL.K-12.1; WHST.6-12.2 | Code movement, sensing, and interaction; calibrate sensors; tackle navigation and teamwork challenges; iterate designs. | Robotics Engineer, Software Developer, Systems Engineer, STEM Educator | Critical Thinking, Problem-Solving, Collaboration, Communication, Creativity | Finch, blocks, Python, sensors, line follow, challenge series | 60–180 | Up to 4 per robot | |||||||||
37 | Finch Robotics Flock w/ Tablets | Robotics - Computer Science - Coding | K - 12th grades | https://www.midvalleystem.org/media/2025/08/Finch-Flock-w-Tablets-STEAM-Kit-1-pager.pdf | Develop foundational skills in computer science and robotics. Foster problem-solving and critical thinking through hands-on coding and robotics activities. Encourage creativity and innovation by designing and implementing unique projects. Promote collaboration and communication among students working in pairs or small groups. | Robotics Engineer: Designing and building robotic systems. Software Developer: Creates software applications and systems, from games to enterprise-level software. Computer Scientist: Researching and developing new computing technologies. STEM Educator: Inspires and teaches the next generation of innovators through hands-on activities in science, technology, engineering, and mathematics. | Critical thinking Problem-solving Creativity Teamwork Communication Resources and Accessibility Library Catalog Safety Guidelines Supervise all activities involving the Finch Robots to ensure they are used properly and safely. Remind students to handle the robots and accessories gently to prevent damage. Keep small parts, such as markers and USB cables, organized and out of reach Library Resources of young children when not in use. Ensure that charging cables are used properly and stored safely to prevent tripping hazards. Accessibility Ensure workspaces are organized and free of obstacles to accommodate all students, including those with physical Feedback disabilities. QR to feedback survey Provide alternative input methods or assistive technologies/tools as needed to support diverse learning needs. | 60–180 | Up to 4 students per robot | |||||||||||||||
38 | Forensics | Chemistry / Biology / Investigation | 4–9 | https://www.midvalleystem.org/media/2025/05/Forensics-STEAM-Kit-1-pager.pdf | 6.SP.A-B | CCSS.MATH.CONTENT.6.SP.A-B | MS-LS1; MS-PS1; MS-ETS1-2 | MS-ETS1-2 | RST.6-9.7; WHST.6-9.2 | Reveal UV/ink evidence; test pH with indicators; extract DNA; assemble case reports using scientific reasoning. | Forensic Scientist, CSI, Toxicologist, Geneticist, Detective | Problem-Solving, Attention to Detail, Teamwork, Communication, Adaptability | UV light, invisible ink, indicator paper, DNA extraction, case report | 30–90 | 15–20 students (teams) | |||||||||
39 | Fraction Stax | Math / Fractions | 2–6 | https://www.midvalleystem.org/media/2025/07/X-Fraction-Stax-Kit-1-pager.pdf | 3.NF.A.1; 4.NF.A-B; 5.NF.A-B; 6.NS.A.1 | SL.2-6.1 | Build/compare fractions; find equivalents; perform operations with like/unlike denominators; solve word problems with models. | Chef, Carpenter, Pharmacist, Engineer, Financial Analyst | Numeracy, Problem-Solving, Attention to Detail, Critical Thinking, Communication | equivalence, comparison, operations, word problems | 15–30 | 1–2 | ||||||||||||
40 | Fraction Tower Cubes | Math / Fractions / Decimals / Percents | 2–6 | https://www.midvalleystem.org/media/2025/07/X-Fraction-Cubes-STEAM-Kit-1-pager.pdf | 3.NF.A.1; 4.NF.A-B; 5.NF.A-B; 5.NBT.A.1 | SL.2-6.1 | Model fractions; compare/order; convert to decimals & percents; add/subtract with manipulatives. | Engineer, Builder, Financial Analyst, Pharmacist | Numeracy, Critical Thinking, Problem-Solving, Attention to Detail, Communication | equivalency, operations, conversions, percent | 15–30 | 1–2 | ||||||||||||
41 | Fractions and Forms Math Kit | Math / Fractions / Measurement / Geometry | 2–5 | https://www.midvalleystem.org/media/2025/07/X-Fractions-and-Forms-Math-Kit-1-pager.pdf | 3.NF.A.1; 4.NF.A-B; 5.NF.A-B; 3.MD.A-B | SL.2-5.1; W.2-5.2 | Model part–whole, equivalence, and operations; place fractions on number lines; apply fractions in measurement contexts. | Chef/Baker, Carpenter/Builder, Engineer, Graphic Designer, Data Analyst | Numeracy, Problem-Solving, Critical Thinking, Communication, Collaboration | fraction towers, number line boards, pattern blocks, measurement center | 15–40 | 2–3 | ||||||||||||
42 | Fulcrum Scales | Engineering / Physics / Math | 4–10 | https://www.midvalleystem.org/media/2025/07/X-Fulcrum-Scales-STEAM-Kit-1-pager.pdf | 6.RP.A.1; 7.G.A.1; HSN-Q.A; HSS-ID.A | MS-PS2-2; MS-ETS1-2; HS-PS2 | MS-PS2-2; MS-ETS1-2 | RST.6-10.3; WHST.6-10.2 | Model levers and torque; calculate mechanical advantage; design and test lever systems; connect equilibrium to real tools. | Mechanical Engineer, Industrial Designer, Physicist, Educator | Critical Thinking, Collaboration, Communication, Creativity | lever, fulcrum, torque, balance, mechanical advantage | 20–40 | 2–4 | ||||||||||
43 | Gamify Math | Math / Fluency / Fractions / Spatial | 2–6 | https://www.midvalleystem.org/media/2025/07/X-Gamify-Math-STEAM-Kit-1-pager.pdf | 2.OA.A-B; 3.OA.A-D; 4.NBT.B.1; 5.NF.A-B | SL.2-6.1 | Build operations fluency, fraction sense, and spatial reasoning through game-based stations; develop strategies and math discourse. | Game Designer, Architect, Data Analyst, Software Developer, Educator | Numeracy, Critical Thinking, Collaboration, Creativity, Communication, Problem Solving | math dice, fraction towers, Buildzi, Number Buddies, stations | 15–30 per round | 2–4 per game/activity | ||||||||||||
44 | Glow Owlet Math Tool | Math / Operations / Fractions | K–5 | https://www.midvalleystem.org/media/2025/08/Added-to-LIBIB-Glow-Owlet-Math-Tool-STEAM-Kit-1-pager.pdf | K.OA.A.1; 1.OA.A-C; 2.OA.A-B; 3.OA.A-D; 3.NF.A.1; 4.NF.A-B; 5.NF.A-B | SL.K-5.1-4 | Visualize operations and fractions with dynamic LED patterns; build number sense, patterning, and equation reasoning using Glow apps. | Mathematician, Financial Analyst, Engineer, Educator | Critical Thinking, Collaboration, Communication, Adaptability | Glow, operations, fractions, patterns, feedback, apps | 20–45 | 1–2 per device | ||||||||||||
45 | Glow Owlet Math tools w/ Tablets | |||||||||||||||||||||||
46 | Hand Tools | Engineering / CTE / Construction | 6–12 | https://www.midvalleystem.org/media/2025/03/Hand-Tools-STEAM-Kit-1-pager.pdf | 6.RP.A.1; 7.G.A.1 | CCSS.MATH.CONTENT.6.RP.A; 7.G.A.1 | MS-ETS1-2; HS-ETS1-2 | MS-ETS1-2; HS-ETS1-2 | RST.6-12.3; WHST.6-12.2 | Practice safe tool handling; measure and mark accurately; complete small assembly tasks; plan and present build process. | Carpenter, Mechanical Technician, Fabricator, Construction Manager | Safety Awareness, Attention to Detail, Teamwork, Problem-Solving, Communication | wrench, screwdriver, level, square, assembly | 45–90 | 2–4 per toolset | |||||||||
47 | Handheld Microscopes | Life Science / Materials Science | 3–12 | https://www.midvalleystem.org/media/2025/03/Handheld-Microscopes-STEAM-Kit-1-pager.pdf | 6.SP.A-B | CCSS.MATH.CONTENT.6.SP.A-B | 3-LS1-1; MS-LS1-1; SEP:ANALYZING&INTERPRETINGDATA | 3-LS1-1; MS-LS1-1 | RST.6-12.7; WHST.6-12.2 | Use magnifiers and microscopes to observe cells and materials; maintain journals; sketch/label structures and compare samples. | Biologist, Forensic Scientist, Materials Scientist, Medical Researcher | Observation, Documentation, Critical Thinking, Communication, Attention to Detail | microscopy, magnification, slides, observation journal | 30–60 | Pairs | |||||||||
48 | Hot Wheels Physics (Extension) | Physics / Math / Data | 9–12 | https://www.midvalleystem.org/media/2025/04/Hot-Wheels-Physics-STEAM-Kit-1-pager-1.pdf | 6.RP.A.1; 8.F.A.1; HSF-IF.C.7 | CCSS.MATH.CONTENT.6.RP.A; 8.F.A.1; HSF-IF.C.7 | MS-PS2; HS-PS2; HS-ETS1-2 | HS-ETS1-2 | RST.9-12.7; WHST.9-12.2 | Design & run motion experiments; calculate speed and analyze ramp variables; connect to crash safety and energy transfer. | Mechanical Engineer, Automotive Safety Engineer, Data Analyst, Physics Educator | Critical Thinking, Problem-Solving, Collaboration, Communication, Attention to Detail | speed, distance-time, graphs, impact, safety | 30–120 | Whole class or teams | |||||||||
49 | Hot Wheels Tracks | Engineering - Science - Math | 2nd - 12th grades | https://www.midvalleystem.org/media/2025/03/Hot-Wheels-STEAM-Kit-1-pager.pdf | Explore physics concepts like motion, acceleration, friction, and gravity. Develop problem-solving skills through hands-on experimentation and engineering challenges. Apply scientific methods by testing, recording, and analyzing track performance data. Strengthen collaboration and teamwork while designing creative track layouts. Understand energy transfer through collisions, loops, and track modifications. | Mechanical Engineering – Introduces principles of motion, force, and design applicable to real-world engineering. Physics & Scientific Research – Reinforces concepts in motion, energy transfer, and experimental testing. Automotive Design & Aerodynamics – Connects to careers in designing efficient and high- performance vehicles. Theme Park & Roller Coaster Engineering – Introduces track design and forces relevant to amusement ride construction. Data Science & Analytics – Encourages collection and analysis of speed, force, and motion- related data. | Critical thinking Creative problem-solving Computational thinking Digital literacy Communication Innovation Resources and Accessibility Safety Guidelines Library Catalog Use Launchers Responsibly – Ensure students do not aim launchers at themselves or others. Secure Track Setups – Prevent track sections from becoming unstable or collapsing. Keep Workspaces Clear – Maintain an organized area to prevent tripping hazards. Library Resources Accessibility Adaptive Track Placement – Set up tracks at table height or on large, flat surfaces for students with mobility challenges. Visual & Auditory Cues – Encourage students with visual impairments to listen for the speed and impact of cars or use tactile feedback. Collaborative Building – Pair students Feedback with different abilities to design and test tracks together. QR to feedback survey Alternative Engagement Methods – Allow students to participate by timing races, recording observations, or analyzing data if they cannot physically construct tracks. | 30 | Small groups | |||||||||||||||
50 | How Much Does It Hold? Measurement Center | Math / Measurement (Capacity & Volume) | Pre‑K–2 | https://www.midvalleystem.org/media/2025/07/X-How-Long-Is-It-Measurement-Center-STEAM-Kit-1-pager.pdf | K.MD.A.1; 1.MD.A.1; 2.MD.A.1 | SL.K-2.1 | Investigate capacity and volume; make and test predictions; compare outcomes and record observations. | Chef/Baker, Civil Engineer, Chemical Technician, Environmental Scientist, Early Childhood Teacher | Observation, Measurement Literacy, Critical Thinking, Communication, Teamwork | capacity, volume, measuring cups, prediction, comparison | 15–30 | 2–4 | ||||||||||||
51 | Hydrocars (Hydrogen Fuel Cell) | Engineering / Energy / Chemistry / Math | 6–12 | https://www.midvalleystem.org/media/2025/04/Hydrocars-STEAM-Kit-1-pager-1.pdf | 6.RP.A.1; HSN.Q.A | CCSS.MATH.CONTENT.6.RP.A; HSN.Q.A | MS-PS1-2; MS-PS3; MS-ETS1-2; HS-ETS1-2 | MS-PS1-2; MS-ETS1-2; HS-ETS1-2 | RST.6-12.7; WHST.6-12.2 | Assemble fuel‑cell car; produce hydrogen via electrolysis; test/optimize variables; compare renewable vs. fossil fuels. | Renewable Energy Engineer, Chemical Engineer, Automotive Engineer, Environmental Scientist | Critical Thinking, Problem-Solving, Data Analysis, Teamwork, Communication | fuel cell, electrolysis, solar, efficiency, sustainability | 60–90 | Up to 4 | |||||||||
52 | iFixit Essential Tool Set | Technology / Engineering / CTE | 7–12 | https://www.midvalleystem.org/media/2025/04/IFixit-STEAM-Kit-1-pager-1.pdf | 6.EE.A.1; 7.G.A.1 | CCSS.MATH.CONTENT.6.EE.A; 7.G.A.1 | MS-ETS1-2; HS-ETS1-2 | MS-ETS1-2; HS-ETS1-2 | RST.6-12.3; WHST.6-12.2 | Use precision tools safely; perform teardowns; document and communicate repair procedures; practice diagnostics. | Electronics Technician, IT Support Specialist, Hardware Engineer, Technical Writer | Problem-Solving, Attention to Detail, Technical Communication, Time Management, Responsibility | repair, teardown, tools, documentation, electronics | 45–multi-session | 2–3 | |||||||||
53 | Invention Boxes | Engineering - Tech - Arts | 5th grade - college | https://www.midvalleystem.org/media/2025/09/Invention-Boxes-STEAM-Kit-1-pager.pdf | Foster creativity and imaginative thinking. Build problem-solving and critical-thinking skills. Encourage collaboration and teamwork. Develop basic engineering and prototyping skills. Promote iterative design through testing and reflection. | Engineer: Designs and prototypes solutions to real-world problems. Inventor/Entrepreneur: Uses creativity and problem-solving to create new products or solutions. Product Designer: Applies design thinking and innovation skills to develop functional, usable products. STEM Educator: Guides students through problem-solving, design, and critical thinking processes. | Critical Thinking Problem-Solving Collaboration Communication Creativity Iterative Thinking Reflection Empathy Resources and Accessibility Library Catalog Safety Guidelines Handle all tools and materials carefully. Use scissors, tape, and other sharp objects under supervision. Be aware of small materials to avoid choking hazards. Library Resources Accessibility Provide verbal and visual instructions for students with different learning needs. Allow flexible time and support for students with fine motor challenges. Encourage alternative Feedback materials or adaptations for students with sensory or QR to feedback survey mobility considerations. | 30–120 | 2 - 3 students per group | |||||||||||||||
54 | KEVA Planks | Engineering / Geometry / Spatial Reasoning | K–8 | https://www.midvalleystem.org/media/2025/03/Keva-Planks-STEAM-Kit-1-pager.pdf | K.G.A-B; 3.G.A.1; 4.MD.A.1 | CCSS.MATH.CONTENT.K.G.A-B; 3.G.A.1; 4.MD.A.1 | K-2-ETS1-2; 3-5-ETS1-2 | K-2-ETS1-2; 3-5-ETS1-2 | SL.K-8.1 | Explore balance, leverage, and stability; build geometric and architectural forms; iterate designs to meet constraints. | Structural Engineer, Architect, Industrial Designer, Construction Manager | Critical Thinking, Creativity, Teamwork, Communication, Attention to Detail | planks, balance, stability, towers, bridges | 30–90 | Up to 4 | |||||||||
55 | LEGO Braille Bricks | Literacy / Accessibility / Coding Foundations | PK–12 | https://www.midvalleystem.org/media/2025/03/LEGO-Braille-Bricks-STEAM-Kit-1-pager.pdf | K.G.A-B; 1.G.A(PATTERNS; STRUCTURE); MP.7(LOOKFORSTRUCTURE) | CCSS.MATH.CONTENT.K.G.A-B; 1.G.A.1; CCSS.MATH.PRACTICE.MP7 | SEP:ANALYZING&INTERPRETINGDATA(PATTERNRECOGNITION) | RF.K-5(FOUNDATIONALSKILLS); SL.K-12.1 | Develop tactile letter/number recognition; construct words and sentences; collaborate on Braille puzzles; connect pattern recognition to coding concepts. | Assistive Technology Specialist, Special Education Teacher, Accessibility Consultant, Literacy Coach | Attention to Detail, Problem-Solving, Communication, Adaptability | Braille, tactile literacy, inclusion, accessibility, coding concepts | 60 – multi‑session | Up to 4 | ||||||||||
56 | LEGO BricQ Motion Prime | Physics / Engineering / Design | 6–12 | https://www.midvalleystem.org/media/2025/05/LEGO-BricQ-Motion-Prime-STEAM-Kit-1-pager.pdf | 6.RP.A(RATIOS); 7.G.A(GEOMETRY); HSN.Q.A(UNITS) | CCSS.MATH.CONTENT.6.RP.A; 7.G.A.1; HSN.Q.A | MS-PS2(FORCES&MOTION); MS-ETS1-2; HS-ETS1-2 | MS-ETS1-2; HS-ETS1-2 | RST.6-12.7; WHST.6-12.2 | Model forces, motion, and energy transfer; compare effects of friction/mass; design vehicles and mechanisms; iterate using data from tests. | Mechanical Engineer, Automotive Engineer, Industrial Designer, STEM Educator | Problem-Solving, Critical Thinking, Teamwork & Communication, Creativity & Innovation, Attention to Detail | forces, motion, energy transfer, rubber band, gears | 45–90 | 2–3 per set | |||||||||
57 | LEGO Coding Express | Computer Science / Storytelling / Early Logic | Pre‑K–2 | https://www.midvalleystem.org/media/2025/05/LEGO-Coding-Express-STEAM-Kit-1-pager.pdf | K.MD.B(CLASSIFY; SEQUENCE); K.G.A(SHAPES; SPACE) | CCSS.MATH.CONTENT.K.MD.B; K.G.A.1 | K-2-ETS1-1-2; CS:SEQUENCING&EVENTS(UNPLUGGED) | K-2-ETS1-1; K-2-ETS1-2 | SL.K-2.1 | Use color action bricks to control a train (stop/turn/sound); understand sequencing and cause‑effect; design routes tied to narrative prompts. | Transportation Planner, Rail Systems Engineer, Programmer, Early Childhood Educator | Problem-Solving, Communication, Creativity, Teamwork, Initiative | action bricks, sequencing, early coding, train, DUPLO | 20–40 | 2–4 | |||||||||
58 | LEGO Disaster Island | Engineering - Environmental Science | 4th - 10th grades | https://www.midvalleystem.org/media/2025/03/LEGO-Disaster-Island-STEAM-Kit-1-pager.pdf | Develop spatial awareness Enhance creative thinking Improve presentation skills Learn to manage time effectively | Architecture – Develops spatial awareness and structural design skills, essential for planning and constructing buildings and infrastructure. Engineering – Encourages problem-solving and innovation in structural stability, disaster resilience, and mechanical design. Urban Planning – Introduces concepts of disaster preparedness, sustainable city design, and emergency response planning. Creative Arts – Enhances storytelling, world-building, and visual design skills, applicable in fields like game design, animation, and set design. | Logical reasoning Problem-solving Time management Innovation Public speaking Creativity Teamwork Resources and Accessibility Library Catalog Safety Guidelines Supervise to ensure that small pieces are handled safely and not misplaced. Maintain a clean and organized building area to prevent accidents. Do not allow students to put LEGO pieces in their mouths. Library Resources Accessibility Ensure that all participants can access materials comfortably; provide table risers or seating arrangements as needed. Adapt challenges for varying skill levels and physical abilities. Feedback QR to feedback survey | 30–90 | Up to 4 students per group | |||||||||||||||
59 | LEGO Duplo with Marble Run | Engineering / Early Physics / Storytelling | Pre‑K–2 | https://www.midvalleystem.org/media/2025/05/LEGO-Duplo-with-Marble-Run-STEAM-Kit-1-pager.pdf | K.MD.A-B(MEASURE; COMPARE); K.G.A-B; 1.G.A.1; 2.G.A.1 | CCSS.MATH.CONTENT.K.MD.A-B; K.G.A-B; 1.G.A.1; 2.G.A.1 | PS2.A(MOTION&STABILITY; EARLY); K-2-ETS1-2 | K-2-ETS1-2 | SL.K-2.1 | Build towers, ramps, and tracks; explore gravity, speed, and trajectory; design longest‑run challenges; integrate narrative with marble story mazes. | Mechanical Engineer, Architect, Transportation Designer, Theme Park Engineer, Early Childhood Educator | Problem-Solving, Creativity, Teamwork, Communication, Adaptability | marble run, ramps, gravity, trajectory, DUPLO | 20–40 | 2–3 | |||||||||
60 | LEGO Prime Principle (Extension for SPIKE) | Engineering / Mechanics / Robotics | 5–12 | https://www.midvalleystem.org/media/2025/05/LEGO-Prime-Principle-STEAM-Kit-1-pager.pdf | 7.G.A(GEOMETRY); 8.EE.A(EXPRESSIONS; PROPORTIONALITY); HSN.Q.A(UNITS) | CCSS.MATH.CONTENT.7.G.A; 8.EE.A.1; HSN.Q.A | MS-ETS1-2; HS-ETS1-2; PS2.A(FORCES&MOTION) | MS-ETS1-2; HS-ETS1-2 | RST.6-12.7; WHST.6-12.2 | Deeper exploration of gears, levers, torque, and structure; integrate with SPIKE hubs to prototype mechanisms; test and optimize gear ratios and load bearing. | Mechanical Engineer, Mechatronics Technician, Civil/Construction Engineer, Automotive Engineer, Industrial Designer | Problem-Solving, Critical Thinking, Creativity, Collaboration, Attention to Detail | gears, levers, torque, gear ratios, structures, extension | 45–90 | 2–3 per set | |||||||||
61 | LEGO Six Bricks | Math / Cognitive Skills / Creativity | 3–12 | https://www.midvalleystem.org/media/2025/03/LEGO-Six-Bricks-STEAM-Kit-1-pager.pdf | 3.OA.A(OPERATIONS; FLUENCY); 4.MD.A(MEASUREMENT); MP.1; MP.7(STRUCTURE) | CCSS.MATH.CONTENT.3.OA.A; 4.MD.A.1; CCSS.MATH.PRACTICE.MP1; MP7 | SEP:PLANNING&CARRYINGOUTINVESTIGATIONS(ADAPTED) | SL.3-12.1 | Engage in rapid build‑and‑share tasks; practice flexible thinking and problem‑solving; discuss combinatorics insight (six bricks → many combinations); reflect on strategy. | Cognitive Scientist, Educator, Facilitator, Product Designer, Team Coach | Problem-Solving, Focus, Creativity, Adaptability | six bricks, creativity challenge, combinatorics, warm‑ups | 15 | Up to 50 | ||||||||||
62 | LEGO Spike Essentials | Computer Science / Robotics / Engineering | 1–5 | https://www.midvalleystem.org/media/2025/05/LEGO-Spike-Essentials-STEAM-Kit-1-pager.pdf | 3.OA.D(PATTERNS; RELATIONSHIPS); 4.MD.A(MEASUREMENT); 5.G.A(GRAPHING) | CCSS.MATH.CONTENT.3.OA.D; 4.MD.A.1; 5.G.A.1 | 3-5-ETS1-2(DESIGN); PS4(INFORMATIONTRANSFERVIASENSORS; CONTEXT) | 3-5-ETS1-2 | SL.1-5.1; WHST.6-8.2(UPPER‑ELEMWRITING) | Build models with motors/sensors; code with SPIKE app using loops and conditionals; debug and iterate designs; present solutions to themed challenges. | Robotics Engineer, Software Developer, Mechanical Engineer, STEM Educator, Toy/Game Designer | Problem-Solving, Creativity, Collaboration, Communication, Adaptability | SPIKE, sensors, motors, loops, conditionals, Bluetooth | 30–60 | 2–3 per set | |||||||||
63 | LEGO Spike Prime | Electrical Engineering - Design - Physics | 6th - 12th | https://www.midvalleystem.org/media/2025/05/LEGO-Spike-Prime-STEAM-Kit-1-pager.pdf | Understand and apply fundamental coding concepts including loops, conditionals, and sensor integration. Explore engineering principles by building and programming mechanical systems. Collect and interpret real-time data from sensors to improve robotic functionality. Collaborate to design, build, and iterate robotic solutions to real-world challenges. Strengthen computational thinking and digital literacy through hands-on problem-solving. | Robotics Engineer – Designs, builds, and programs robotic systems for manufacturing, healthcare, or exploration. Software Developer – Uses programming logic and structured problem-solving to create apps and control systems. Automation Technician – Maintains and programs automated machines and robotic devices in industrial settings. Mechanical Engineer – Applies design and motion principles to machines, tools, and vehicles. | Problem-Solving Critical Thinking Collaboration Communication Creativity Innovation Resources and Accessibility Library Catalog Safety Guidelines Supervise Cable and Port Use - Ensure students insert and remove sensor and motor cables gently from the SPIKE™ Hub to prevent port damage. Charge Responsibly - Use only the provided USB charging cables and hubs. Charge devices in a safe, dry area and unplug after charging. Use on Stable Surfaces - Run robotic builds on flat, clean surfaces to prevent Library Resources tipping, crashing, or damaging parts. Report Malfunctions Promptly - Instruct students to alert an adult if they notice overheating, unusual smells, or physical damage to the hub or components. Accessibility Use Visual and Enlarged Instructions - Project step-by-step build guides and coding examples for students who need visual support or larger displays. Allow Flexible Team Roles - Assign roles Feedback based on strengths—builder, programmer, tester, or documenter—to support all QR to feedback survey learners, including those with mobility or sensory challenges. Incorporate Screen Reader– Friendly Coding - For students with visual impairments, consider using SPIKE’s Python-based interface with compatible screen reader tools. Adjust Build Platforms - Provide adjustable-height tables, trays, or lap boards for students who use wheelchairs or need extra surface stability. | 45–90 | 2 - 3 students per set | |||||||||||||||
64 | LEGO STEAM Park | Engineering / Early Physics / Design | Pre‑K–2 | https://www.midvalleystem.org/media/2025/05/LEGO-STEAM-Park-STEAM-Kit-1-pager.pdf | K.G.A-B; 1.G.A.1; 2.G.A.1; K.MD.A-B | CCSS.MATH.CONTENT.K.G.A-B; 1.G.A.1; 2.G.A.1; K.MD.A-B | K-2-ETS1-1-2; PS2.A(MOTION; FORCES; EARLY) | K-2-ETS1-1; K-2-ETS1-2 | SL.K-2.1 | Explore motion and simple machines; design rides using gears and wheels; practice sequencing and optimization through playful iteration; tell and present park stories. | Mechanical Engineer, Architect, Theme Park Designer, Early Childhood Educator, Set Designer | Creativity, Teamwork, Problem-Solving, Communication, Initiative | gears, wheels, rides, sequencing, design challenge | 20–45 | 2–4 | |||||||||
65 | LEGO StoryTales | ELA / Storytelling / Early Engineering | Pre‑K–K | https://www.midvalleystem.org/media/2025/05/LEGO-Storytales-STEAM-Kit-1-pager.pdf | K.G.A-B(SHAPES; SPACE); K.MD.B(CLASSIFY) | CCSS.MATH.CONTENT.K.G.A-B; K.MD.B.1 | K-2-ETS1-1-2(ENGINEERINGDESIGNBASICS) | K-2-ETS1-1; K-2-ETS1-2 | SL.K.1; W.K.3(NARRATIVES) | Build characters/settings; sequence beginning‑middle‑end; combine marble‑run motion for cause‑and‑effect in storytelling; present and reflect on collaborative narratives. | Creative Writer, Animator, Early Childhood Educator, Set Designer, Game Designer | Communication, Creativity, Collaboration, Critical Thinking, SEL Awareness | story elements, DUPLO, sequencing, marble run, oral language | 15–60 | Up to 6 | |||||||||
66 | LEGO StoryTales (Duplicate Set) | ELA / Storytelling / Early Engineering | Pre‑K–K | https://www.midvalleystem.org/media/2025/05/LEGO-Storytales-STEAM-Kit-1-pager.pdf | K.G.A-B; K.MD.B.1 | CCSS.MATH.CONTENT.K.G.A-B; K.MD.B.1 | K-2-ETS1-1-2 | K-2-ETS1-1; K-2-ETS1-2 | SL.K.1; W.K.3 | Build characters/settings; sequence events; present and reflect on collaborative narratives. | Creative Writer, Animator, Early Childhood Educator | Communication, Creativity, Collaboration | story elements, DUPLO, sequencing | 15–60 | Up to 6 | |||||||||
67 | LEGO Team Challenge | Engineering / Collaboration / Communication | 6–12 | https://www.midvalleystem.org/media/2025/05/LEGO-Team-Challenge-STEAM-Kit-1-pager.pdf | 6.GM(SPATIALREASONING; FOLLOWINGDIAGRAMS); 7.G.A(DRAW; CONSTRUCT; DESCRIBE); MP.1; MP.3(PROBLEMSOLVING&REASONING) | CCSS.MATH.PRACTICE.MP1; MP3; CCSS.MATH.CONTENT.7.G.A | MS-ETS1-2; HS-ETS1-2(PLAN&TESTSOLUTIONS) | MS-ETS1-2; HS-ETS1-2 | SL.6-12.1(COLLABORATIVEDISCUSSIONS) | Follow multi-step visual instructions with precision; practice structured teamwork with rotating roles; develop spatial reasoning and communication through collaborative LEGO builds. | Construction Manager, Mechanical Engineer, Production Team Lead, Product Designer, STEM Educator | Teamwork, Communication, Organization, Adaptability, Leadership | roles, collaboration, instruction cards, spatial reasoning, team relay | 20–40 | 4 | |||||||||
68 | LEGO Technic 4x4 Crawler | Engineering / Mechanics / Math | 7–12 | https://www.midvalleystem.org/media/2025/05/LEGO-Technic-STEAM-Kit-1-pager.pdf | 7.G.A(GEOMETRY); 8.EE.A(PROPORTIONALITY; EXPRESSIONS); HSN.Q.A(UNITS) | CCSS.MATH.CONTENT.7.G.A; 8.EE.A.1; HSN.Q.A | MS-ETS1-2; HS-ETS1-2; PS2(FORCES&MOTION) | MS-ETS1-2; HS-ETS1-2 | RST.6-12.7; WHST.6-12.2 | Build a remote-controlled 4x4; investigate gear ratios, torque vs. speed, and suspension; test & iterate to complete obstacle challenges. | Mechanical Engineer, Automotive Designer, Robotics Technician, MakerSpace Leader | Critical Thinking, Problem-Solving, Collaboration, Communication, Attention to Detail | gear ratios, torque, drivetrain, suspension, testing | 60–120 | 2–3 | |||||||||
69 | LEGO Zipline | Engineering / Physics / Math | 3–12 | https://www.midvalleystem.org/media/2025/03/LEGO-Zipline-STEAM-Kit-1-pager.pdf | 6.RP.A(RATIOS); 7.G.A(GEOMETRY); HSN.Q.A(UNITS) | CCSS.MATH.CONTENT.6.RP.A; 7.G.A.1; HSN.Q.A | 3-5-ETS1-2; MS-ETS1-2(ENGINEERINGDESIGN) | 3-5-ETS1-2; MS-ETS1-2 | RST.6-12.7; WHST.6-12.2 | Build and test gondolas; analyze variables (angle, mass, friction); collect timing data; optimize for speed/stability; present findings. | Mechanical Engineer, Aerospace/Transportation Designer, Construction Engineer, Theme Park Designer | Problem-Solving, Data Analysis, Collaboration, Communication, Planning | zipline, gravity, friction, optimization, data | 60–multi-session | 1–4 | |||||||||
70 | Magna-Tiles | Math / Geometry / Engineering | Pre‑K–5 | https://www.midvalleystem.org/media/2025/03/Magna-Tiles-STEAM-Kit-1-pager.pdf | K.G.A-B; 1.G.A.1; 2.G.A.1; 3.G.A.1; 4.MD.A(MEASUREMENT) | CCSS.MATH.CONTENT.K.G.A-B; 1.G.A.1; 2.G.A.1; 3.G.A.1; 4.MD.A.1 | K-2-ETS1-1-2(DESIGN) | K-2-ETS1-1; K-2-ETS1-2 | SL.K-5.1 | Explore 2D/3D shapes, symmetry, and stability; design and test structures; collaborate to create functional builds (bridges, domes, ‘city’). | Architect, Civil Engineer, Urban Planner, Industrial Designer | Critical Thinking, Creativity, Teamwork, Communication, Spatial Reasoning | magnetic tiles, geometry, symmetry, structure, bridge | 30–multi-session | Up to 4 | |||||||||
71 | MakeDo (Cardboard Construction) | Engineering / Design / Math | K–8 | https://www.midvalleystem.org/media/2025/03/MakeDo-STEAM-Kit-1-pager.pdf | K.G.A-B; 1.G.A.1; 4.MD.A(MEASUREMENT) | CCSS.MATH.CONTENT.K.G.A-B; 1.G.A.1; 4.MD.A.1 | K-2-ETS1-1-2; 3-5-ETS1-2(DESIGNSOLUTIONS) | K-2-ETS1-1; K-2-ETS1-2; 3-5-ETS1-2 | SL.K-8.1 | Plan and build with cardboard tools and fasteners; apply measurement and stability principles; prototype and iterate designs safely. | Industrial Designer, Architect, Engineer, Set Designer, Maker Educator | Creativity, Collaboration, Communication, Problem-Solving, Safety Awareness | cardboard, saw/scru, construction, prototyping, stability | 30–90 | 2–4 | |||||||||
72 | Makey Makey Classroom Pack | Engineering / CS / Design / Math | 3–12 | https://www.midvalleystem.org/media/2025/04/Makey-Makey-Classroom-pack-STEAM-Kit-1-pager-1.pdf | 6.EE.A.1; 7.RP.A.1; HSN.Q.A | CCSS.MATH.CONTENT.6.EE.A; 7.RP.A.1; HSN.Q.A | 3-5-ETS1-2; MS-ETS1-2 | 3-5-ETS1-2; MS-ETS1-2 | SL.3-12.1; WHST.6-12.2 | Scale Makey Makey projects for class use; integrate multiple stations; document and present design iterations and user testing outcomes. | Interaction Designer, Creative Technologist, Electrical Engineer, UX Designer | Creativity, Teamwork, Communication, Project Management, Problem-Solving | conductivity, input device, Scratch, stations, iteration | 45–120 | 2–3 per station | |||||||||
73 | Makey Makey Inventor Kit | Engineering / CS / Design / Math | 3–12 | https://www.midvalleystem.org/media/2025/04/Makey-Makey-Inventor-Kit-STEAM-Kit-1-pager.pdf | 6.EE.A(VARIABLES); 7.RP.A(PROPORTIONSINDESIGN); HSN.Q.A | CCSS.MATH.CONTENT.6.EE.A; 7.RP.A.1; HSN.Q.A | 3-5-ETS1-2; MS-ETS1-2(PROTOTYPE&TEST) | 3-5-ETS1-2; MS-ETS1-2 | SL.3-12.1; WHST.6-12.2 | Prototype interactive systems by turning conductive objects into inputs; design & code responses; iterate user‑centered designs. | Interaction Designer, Creative Technologist, Electrical Engineer, UX Designer, Media Artist | Creativity, Collaboration, Communication, Problem-Solving, Empathy | Makey Makey, conductivity, prototyping, Scratch, human‑computer interaction | 30–90 | 2–3 | |||||||||
74 | Marble Genius (Marble Run) | Engineering / Physics / Math | K–8 | https://www.midvalleystem.org/media/2025/05/Marble-Genius-STEAM-Kit-1-pager.pdf | K.G.A-B(SHAPES; SPACE); 3.MD.A(MEASUREMENT); 4.MD.A(SPEED; TIME) | CCSS.MATH.CONTENT.K.G.A-B; 3.MD.A.1; 4.MD.A.1 | PS2(MOTION&STABILITY); SEP:PLANNING&CARRYINGOUTINVESTIGATIONS | SL.K-8.1(COLLABORATION) | Design and test marble runs; investigate variables (slope, friction, path length); collect time data; optimize for speed or distance. | Mechanical Engineer, Industrial Designer, Civil Engineer, Theme Park Designer | Problem-Solving, Critical Thinking, Collaboration, Communication, Attention to Detail | marble run, slope, friction, iteration, timing | 20–60 | 2–4 | ||||||||||
75 | Math Cards and Fidget Game | Math / Fluency | 2–6 | https://www.midvalleystem.org/media/2025/07/X-Math-Cards-and-Fidget-Game-STEAM-Kit-1-pager.pdf | 2.OA.B.1; 3.OA.C-D; 4.NBT.B.1 | SL.2-6.1 | Build fact fluency in the four operations; improve speed and accuracy through tactile, game‑based practice. | Mathematician, Financial Analyst, Engineer, Educator | Critical Thinking, Collaboration, Communication, Adaptability | flashcards, pop fidget, fluency, multiplication, division | 15–30 | 2–4 | ||||||||||||
76 | Math Games | Math / Fluency / Strategy | 2–8 | https://www.midvalleystem.org/media/2025/03/Math-Games-STEAM-Kit-1-pager.pdf | CCSS.MATH.CONTENT.2.OA.A-B; 3.OA.A-D; 4.NBT.B.1; 5.NF.A-B; 6.NS.A-B | SL.2-8.1(DISCOURSE); W.2-8.2(EXPLANATIONS) | Build fact fluency and strategic reasoning; model operations with visuals; explain strategies and compare solution paths; practice math talk norms. | Educator, Financial Analyst, Software Developer, Engineer, Game Designer | Numeracy, Communication, Collaboration, Critical Thinking, Metacognition | fluency, operations, strategy, math talk, gameplay | 10–30 per game | 2–4 | ||||||||||||
77 | Math Lab in a Box | Math / Measurement / Fractions | K–3 | https://www.midvalleystem.org/media/2025/07/X-Math-Lab-in-a-Box-STEAM-Kit-1-pager.pdf | K.MD.A-B; 1.MD.A-C; 2.MD.A.1; 3.NF.A.1 | SL.K-3.1 | Compare weight with balance scales; match equivalent fractions with stacks; use Cuisenaire rods for operations and arrays. | Mathematician, Engineer, Teacher, Designer | Critical Thinking, Problem-Solving, Collaboration, Communication, Attention to Detail | measurement, weight, fractions, Cuisenaire rods, math dice | 20–60 | 1–4 | ||||||||||||
78 | Math Minds in Motion | Math / Early Learning | Pre‑K–2 | https://www.midvalleystem.org/media/2025/07/X-Math-Minds-in-Motion-Math-Kit-1-pager.pdf | K.MD.B.1; K.OA.A.1; 1.OA.A.1; 2.OA.A.1; 2.G.A.3 | SL.K-2.1 | Sort and classify; build and extend sequences; represent simple fractions using cubes and shapes. | Mathematician, Engineer, Teacher, Data Analyst | Critical Thinking, Problem-Solving, Collaboration, Communication, Creativity | sorting, sequencing, pattern blocks, fraction cubes, early math | 15–30 | 2–4 | ||||||||||||
79 | mBot Ranger Robot | Robotics / Engineering / Math | 4–12 | https://www.midvalleystem.org/media/2025/04/mBot-Ranger-Robot-STEAM-Kit-1-pager-1.pdf | 6.EE.A.1; 8.F.A.1; HSN.Q.A(UNITS&MEASUREMENT) | CCSS.MATH.CONTENT.6.EE.A; 8.F.A.1; HSN.Q.A | MS-ETS1-2; HS-ETS1-2(DEFINE&OPTIMIZESOLUTIONS); PS2(FORCES&MOTION) | MS-ETS1-2; HS-ETS1-2 | SL.4-12.1; WHST.6-12.2 | Assemble and program multi‑form robot; use sensors (ultrasonic, line‑follow) and control structures; collect motion data; iterate designs for set challenges. | Mechatronics Technician, Software Engineer, Systems Engineer, Automation Specialist | Problem-Solving, Teamwork, Communication, Creativity, Persistence | mBot, sensors, robotics, line following, algorithms, iteration | 45–120 | 2–3 | |||||||||
80 | Micro:bits | Computer Science / Robotics / Math | 4–12 | https://www.midvalleystem.org/media/2025/05/Microbits-STEAM-Kit-1-pager.pdf | 6.EE.A(VARIABLES; EXPRESSIONS); 8.F.A(FUNCTIONS&RELATIONSHIPS); HSN.Q.A(UNITS) | CCSS.MATH.CONTENT.6.EE.A; 8.F.A.1; HSN.Q.A | 3-5-ETS1-2; MS-ETS1-2; HS-ETS1-2(ENGINEERINGDESIGN) | 3-5-ETS1-2; MS-ETS1-2; HS-ETS1-2 | SL.4-12.1; WHST.6-12.2 | Program and debug with block and Python editors; use inputs/outputs (LEDs, buttons, sensors); collect and analyze data; prototype interactive systems. | Software Developer, Robotics Engineer, Electrical Engineer, Data Scientist, UX Prototyper | Logical Reasoning, Problem-Solving, Collaboration, Communication, Adaptability | micro:bit, sensors, block coding, Python, data logging, I/O | 30–90 | 1–2 per device | |||||||||
81 | Mini Dominoes | Engineering / Physics / Math / Art | K–12 | https://www.midvalleystem.org/media/2025/04/Mini-Dominoes-STEAM-Kit-1-pager-1.pdf | K.G.A-B(SHAPES; SPACE); 3.G.A.1; 4.MD.A(MEASUREMENT) | CCSS.MATH.CONTENT.K.G.A-B; 3.G.A.1; 4.MD.A.1 | PS2(MOTIONANDSTABILITY); SEP:PLANNING&CARRYINGOUTINVESTIGATIONS | SL.K-12.1(COLLABORATION) | Design chain reactions; manage spacing/timing; conduct trials to compare speed across variables; communicate design choices. | Mechanical Engineer, Industrial Designer, Architect, STEM Educator, Event Designer | Problem-Solving, Critical Thinking, Collaboration, Attention to Detail, Perseverance | chain reaction, spacing, momentum, timing, design challenge | 15–90 | Up to 10 | ||||||||||
82 | MudWatt | Engineering / Microbiology / Energy / Math | 3–8 | https://www.midvalleystem.org/media/2025/03/MudWatt-STEAM-Kit-1-pager.pdf | 6.EE.A(VARIABLES); 8.F.A(GRAPHS); HSN.Q.A(UNITS) | CCSS.MATH.CONTENT.6.EE.A; 8.F.A.1; HSN.Q.A | MS-PS1-3; MS-PS3(ENERGY); MS-ETS1-2 | MS-PS1-3; MS-ETS1-2 | RST.6-8.7; WHST.6-8.2 | Assemble microbial fuel cells; measure power output; test variables (soil types, moisture); analyze data and discuss sustainability. | Environmental Engineer, Microbiologist, Renewable Energy Scientist, Biochemical Engineer | Problem-Solving, Critical Thinking, Teamwork, Communication, Creativity | microbial fuel cell, renewable energy, soil bacteria, data logging | Build 30–45; measure daily for 2 weeks | 1–4 | |||||||||
83 | MudWatt w/ Tablets | Electrical Engineering - Microbiology | 3rd - 8th grades | https://www.midvalleystem.org/media/2025/08/MudWatt-w-Tablets-STEAM-Kit-1-pager.pdf | The MudWatt Kit encourages creativity, critical thinking, and scientific inquiry through interactive, project-based activities. Understand the principles of microbial fuel cells and renewable energy. Explore the role of microbes in energy production and environmental sustainability. Develop skills in scientific experimentation, data collection, and analysis. Foster problem-solving and critical thinking through hands-on learning. | Environmental Engineer: Designing solutions for sustainable energy and waste management. Microbiologist: Studying microorganisms and their applications in energy and health. Renewable Energy Scientist: Developing new technologies for clean energy production. Biochemical Engineer: Applying principles of biology and chemistry to create products and processes. | Critical thinking Problem-solving Creativity Teamwork Communication Resources and Accessibility Library Catalog Safety Guidelines Supervise all activities involving soil and microbial growth. Use gloves when handling soil to prevent exposure to potential pathogens. Ensure that students wash their hands thoroughly after the experiment. Keep small components out of reach of young children to prevent choking hazards. Follow proper hygiene and sanitation Library Resources practices when cleaning and storing the kit. Accessibility Ensure workspaces are inclusive and accommodate all students, including those with physical disabilities. Provide alternative methods for data collection and analysis, such as verbal reporting or assistive technology. Feedback QR to feedback survey | 30–45 | 1 to 4 students per kit | |||||||||||||||
84 | Multiplication & Division Support | Math / Operations | 2–6 | https://www.midvalleystem.org/media/2025/07/X-Multiplication-Division-Support-STEAM-Kit-1-pager.pdf | 2.OA.C.1; 3.OA.A-D; 4.NBT.B.1; 5.NBT.B.1 | SL.2-6.1; W.2-6.2 | Model multiplication/division with arrays and equal groups; connect fact families; solve real‑world word problems. | Retail Manager, Chef, Engineer, Construction Worker, Financial Analyst | Numeracy, Critical Thinking, Attention to Detail, Problem-Solving, Communication | arrays, equal groups, fact families, division, fluency | 15–45 | 1–2 | ||||||||||||
85 | Number Builders and Bonding Math Kit | Math / Number Sense | K–3 | https://www.midvalleystem.org/media/2025/07/X-Number-Builders-and-Bonding-Math-Kit-1-pager.pdf | K.NBT.A.1; 1.NBT.A-C; 2.NBT.A-B; 3.OA.A.1 | SL.K-3.1 | Develop number bonds and place value; model operations with integer chips; classify number patterns and properties. | Accountant, Data Analyst, Inventory Manager, Software Developer, Game Designer | Numeracy, Critical Thinking, Problem-Solving, Collaboration, Communication | number bonds, place value, integer chips, sorting, patterns | 15–30 | 2–3 | ||||||||||||
86 | Ouisi Cards Variety Pack | Math / Science / Arts / ELA | K–12+ | https://www.midvalleystem.org/media/2025/07/X-Ouisi-Cards-STEAM-Kit-1-pager.pdf | K.G.A.1; 4.G.A.1; MP.1; MP.7 | LSPATTERNS; SEP:ANALYZING&INTERPRETINGDATA | SL.K-12.1; W.K-12.3 | Build visual literacy; classify natural/man‑made patterns; create visual narratives; connect images to STEAM concepts. | Graphic Designer, Scientist/Naturalist, Artist, Writer/Storyteller, Architect/Engineer | Critical Thinking, Problem-Solving, Creativity, Collaboration, Communication | visual literacy, patterns, classification, storytelling, discussion | 10–30 | 2–4 or whole class | |||||||||||
87 | Outdoor Observation | Life Science / Environmental Science | 3–12 | https://www.midvalleystem.org/media/2025/03/Observation-STEAM-Kit-1-pager.pdf | 6.SP.A-B(DATACOLLECTION&ANALYSIS) | CCSS.MATH.CONTENT.6.SP.A-B | 3-LS4-3; MS-LS2-1; HS-LS2-6(ECOSYSTEMS; BIODIVERSITY) | 3-LS4-3; MS-LS2-1 | RST.6-12.7; WHST.6-12.2 | Develop field observation and journaling; identify species with guides; collect/analyze ecological data; connect to citizen science. | Wildlife Biologist, Environmental Scientist, Park Ranger, Outdoor Educator, Ecologist | Critical Thinking, Observation, Analysis, Data Collection, Communication | binoculars, field guide, journaling, biodiversity, citizen science | 30–120 | 1–2 per binoculars | |||||||||
88 | Owlet Cube Math Tool | Math / Place Value / Money / Decimals | K–5 | https://www.midvalleystem.org/media/2025/08/Added-to-LIBIB-Cube-Owlet-Math-Tool-STEAM-Kit-1-pager.pdf | K.NBT.A.1; 1.NBT.A-C; 2.NBT.A-B; 4.NF.C.6-7; 5.NBT.A-B | SL.K-5.1-4 | Build numbers with place value tracks; model money and decimal operations; recognize and extend number patterns with apps. | Mathematician, Financial Analyst, Engineer, Educator | Critical Thinking, Collaboration, Communication, Adaptability | place value, decimals, money, patterns, Cube3/Cube6 apps | 20–45 | 1–2 per device | ||||||||||||
89 | Owlet Cube Math Tool w/Tablets | Math / Place Value / Money / Decimals | K–5 | https://www.midvalleystem.org/media/2025/08/Cube-Owlet-Math-Tool-w-Tablets-STEAM-Kit-1-pager.pdf | K.NBT.A.1; 1.NBT.A-C; 2.NBT.A-B; 4.NF.C.6-7; 5.NBT.A-B | CCSS.MATH.CONTENT.K.NBT.A; 1.NBT.A-C; 2.NBT.A-B; 4.NF.C.6-7; 5.NBT.A-B | SL.K-5.1-4 | Build numbers with place value tracks; model money and decimals; perform operations with instant app feedback; recognize and extend number patterns. | Mathematician, Financial Analyst, Engineer, Educator | Critical Thinking, Collaboration, Communication, Adaptability | place value, decimals, money, patterns, Cube3 app, Cube6 app | 20–45 | 1–2 per device | |||||||||||
90 | Patterns and Numbers | Math / Early Numeracy | Pre‑K–3 | https://www.midvalleystem.org/media/2025/07/X-Patterns-and-Numbers-STEAM-Kit-1-pager.pdf | K.CC.A.1; K.MD.B.1; 1.OA.A.1; 2.OA.C.1; MP.7 | SL.K-3.1 | Sort and classify by attributes; create/extend patterns; record and analyze simple number patterns on graph paper. | Mathematician, Engineer, Data Scientist, Educator | Critical Thinking, Collaboration, Communication, Creativity, Attention to Detail | sorting, patterns, sequencing, early math, graphing | 10–30 | 1–3 | ||||||||||||
91 | Pipeline Challenge | Engineering / Physics / Math | 3–9 | https://www.midvalleystem.org/media/2025/05/Pipeline-Challenge-STEAM-Kit-1-pager.pdf | 6.RP.A(RATIOS; RATES); 8.F.A(GRAPHS&RELATIONSHIPS) | CCSS.MATH.CONTENT.6.RP.A; 8.F.A.1 | 3-5-ETS1-2; MS-PS2-2; MS-ETS1-2 | 3-5-ETS1-2; MS-PS2-2; MS-ETS1-2 | SL.3-9.1(COLLABORATION&DISCOURSE) | Apply gravity/force to move objects; plan, test, and refine pipeline systems; develop teamwork, timing, and spatial coordination. | Civil Engineer, Industrial Designer, Logistics Planner, Project Manager, STEM Facilitator | Teamwork, Problem-Solving, Communication, Adaptability, Leadership | gravity, motion, teamwork, iteration, timed challenge | 30–60 | 3–5 | |||||||||
92 | Pitsco Can Crusher Test | Engineering / Physics | 6–12 | https://www.midvalleystem.org/media/2025/07/X-Pitsco-Can-Crusher-Test-STEAM-Kit-1-pager.pdf | 6.RP.A.1; 7.G.A.1; HSN-Q.A; HSS-ID.A | MS-ETS1-1-3; HS-ETS1-2; PS2; PS3 | MS-ETS1-1; MS-ETS1-2; MS-ETS1-3; HS-ETS1-2 | RST.6-12.3; WHST.6-12.2 | Explain hydraulic systems and mechanical advantage; build/prime/test device; run controlled investigations and propose improvements. | Mechanical Engineer, Industrial Designer, Biomedical Engineer, Automotive Technician | Problem Solving, Critical Thinking, Collaboration, Communication, Observation | hydraulics, syringes, pressure, mechanical advantage, design | 45–90 | 2–4 | ||||||||||
93 | Pitsco Full-Size Straw Rocket Launchers | Engineering / Physics / Math | 4–12 | https://www.midvalleystem.org/media/2025/07/X-Pitsco-Full-Size-Straw-Rocket-Launchers-STEAM-Kit-1-pager.pdf | 6.RP.A.1; 8.F.A.1; HSF-LE.A | 3-5-ETS1-1-2; MS-PS2-2; MS-ETS1-2 | 3-5-ETS1-1; 3-5-ETS1-2; MS-PS2-2; MS-ETS1-2 | WHST.6-12.2 | Explore thrust, drag, gravity; optimize design (fins, length, nose cones); analyze angle/force tradeoffs. | Aerospace Engineer, Mechanical Engineer, Physicist, Data Analyst | Critical Thinking, Collaboration, Problem-Solving, Creativity, Communication | rockets, design challenge, forces, angle optimization | 30–60 | 2–4 | ||||||||||
94 | Pitsco Mini Straw Rocket Launchers | Engineering / Physics / Math | 3–12 | https://www.midvalleystem.org/media/2025/07/X-Pitsco-Mini-Straw-Rocket-Launchers-STEAM-Kit-1-pager.pdf | 6.RP.A.1; 8.F.A.1; HSF-LE.A | 3-5-ETS1-1-2; MS-PS2-2; MS-ETS1-2 | 3-5-ETS1-1; 3-5-ETS1-2; MS-PS2-2; MS-ETS1-2 | WHST.6-12.2 | Design‑build‑test rockets; investigate angle/force vs. distance; iterate for stability and range; collect/analyze data. | Aerospace Engineer, Physicist, Mechanical Engineer, Data Analyst | Critical Thinking, Problem-Solving, Collaboration, Communication, Creativity | rocketry, aerodynamics, forces, trajectory, optimization | 20–60 | 1–4 | ||||||||||
95 | Podcasting Kit (Large) | ELA / Media Production / Technology | 6–12 | https://www.midvalleystem.org/media/2025/04/Podcasting-STEAM-Kit-1-pager-1.pdf | SEP:OBTAINING; EVALUATING&COMMUNICATINGINFORMATION | SL.6-12.1; SL.6-12.4-6; W.6-12.7-8; WHST.6-12.2 | Plan, record, and edit multi-person audio; practice interview/speaking skills; manage files and production roles using a Zoom P4 interface. | Audio Engineer, Journalist, Media Producer, PR Specialist | Communication, Collaboration, Technology Literacy, Innovation, Critical Thinking, Time Management | audio, microphones, Zoom P4, interviewing, editing, storytelling | 45 – multi-session | 1–4 | ||||||||||||
96 | Podcasting Kit (Small) | ELA / Media Production / Technology | 6–12 | https://www.midvalleystem.org/media/2025/08/small-Podcasting-STEAM-Kit-1-pager.pdf | ||||||||||||||||||||
97 | Pre-Algebra Support | Math / Pre‑Algebra | 4–7 | https://www.midvalleystem.org/media/2025/07/X-Pre-Algebra-Support-STEAM-Kit-1-pager.pdf | 6.EE.A-B; 7.EE.A-B; 7.NS.A-B | SL.4-7.1 | Simplify expressions; operate with integers; translate word problems to equations; solve one‑step and multi‑step equations. | Mathematician, Engineer, Economist, Software Developer | Critical Thinking, Collaboration, Communication, Attention to Detail, Problem-Solving | integers, expressions, equations, wrap-ups, practice | 10–30 | 1–2 | ||||||||||||
98 | Rainbow Fraction Tiles | Math | 2025-03-07 00:00:00 | https://www.midvalleystem.org/media/2025/07/X-Rainbow-Fraction-Tiles-STEAM-Kit-1-pager.pdf | Understand, identify, and compare fractions. Develop fluency in adding, subtracting, multiplying, and dividing fractions. Build visual and tactile understanding of fraction concepts. Apply fraction concepts to real-world contexts. Foster mathematical communication and reasoning through collaborative exploration. | Chef/Baker – Uses fractions to measure and adjust recipes. Carpenter – Applies fractions in precise measurements and material cutting. Pharmacist – Calculates dosages and ratios in prescription preparation. Engineer – Uses fractions in technical drawings and material specifications. Financial Analyst – Interprets data and ratios in financial modeling. | Numeracy Problem-Solving Attention to Detail Critical Thinking Communication Resources and Accessibility Library Catalog Safety Guidelines Supervise Use with Younger Students - Ensure small tiles are used with appropriate age groups to avoid choking hazards. Keep Workspaces Clear - Encourage students to keep work areas organized to prevent tiles from being lost or stepped on. Clean Regularly - Wipe down tiles periodically to maintain cleanliness, especially in shared classrooms. Library Resources Accessibility Allow Verbal Explanations - For students with motor challenges, allow participation by describing fraction models rather than physically manipulating tiles. Offer Alternative Recording Methods - Allow students to record answers verbally or digitally if writing is difficult. Feedback Adjust Group Roles - Assign roles like "navigator," "explainer," or "recorder" so all QR to feedback survey students can participate meaningfully in fraction activities. | 20–40 | 1 student per set | |||||||||||||||
99 | Raspberry Pi Desktop Kit | Computer Science / Electronics / Math | 6–12 | https://www.midvalleystem.org/media/2025/07/Raspberry-Pi-45-STEAM-Kit-1-pager.pdf | 6.EE.A.1; 8.F.A.1 | CCSS.MATH.CONTENT.6.EE.A; 8.F.A.1 | MS-ETS1-2; HS-ETS1-2 | MS-ETS1-2; HS-ETS1-2 | SL.6-12.1; WHST.6-12.2 | Set up SBC hardware/software; code in Python; interface with sensors/GPIO; prototype STEM data projects. | Software Developer, Electrical Engineer, Data Scientist, IoT Engineer | Problem-Solving, Collaboration, Communication, Technology Literacy, Initiative | Raspberry Pi, Python, GPIO, sensors, data | 60–multi-session | 1–3 | |||||||||
100 | Salt and Water Molecule | Chemistry / Modeling / Math | 3–10 | https://www.midvalleystem.org/media/2025/05/Salt-and-Water-Molecule-STEAM-Kit-1-pager.pdf | 6.RP.A(RATIOS&PROPORTIONALRELATIONSHIPS) | CCSS.MATH.CONTENT.6.RP.A | 5-PS1-1; MS-PS1-1(STRUCTURE&PROPERTIESOFMATTER) | 5-PS1-1; MS-PS1-1 | RST.6-10.7; WHST.6-10.2 | Model molecular structure and bonding; compare ionic vs. covalent interactions; link particle models to macroscopic properties (dissolving). | Chemist, Materials Scientist, Chemical Engineer, Pharmacist | Modeling, Critical Thinking, Communication, Attention to Detail | molecules, modeling, ionic, covalent, dissolving, polarity | 20–45 | 2–4 | |||||||||