BrickLAB STEAMventures: powered by curiosity!

Mom's Choice Award

“We are happy to award deserving products like BrickLAB STEAMventures,” said Dawn Matheson, CEO, Mom’s Choice Awards. “Our panel of judges really felt this activity kit merited a place on our list of the best in family-friendly products that parents and educators can feel confident in using.”

Custom Ordering Available

Contact a STEM Program Specialist at (800) 429-3110 or sales@edventures.com for custom bundles, quotes and bulk discounts!

The BrickLAB STEAMventures: Transportation Collection takes learners on an eco-conscious, student-driven STEAM journey. Thrill K-1st and 2nd-3rd graders as they speed off into the surf to combat ocean pollution as the captain of a boat. Next, they hop aboard the transcontinental railroad to discover steam locomotives and life on the railroad. Then it’s time to explore the strength of pedal-powered bicycles and zero-emission transportation. Finally, challenge them to check their mirrors as they investigate how engineers are designing sustainable cars and trucks for a renewable future.

Teaming with hands-on builds, problem-solving challenges, critical and creative thinking activities, arts connections and so much more, each 40-page activity book pairs reusable manipulatives and grade-appropriate educator resources with optional extensions for more STEAM-engagement. BrickLAB STEAMventures is individually kitted to keep students safe, provide flexibility for educators and work with or without technology. Built around a family-focused, multi-subject approach to hands-on engagement, the BrickLAB STEAMventures: Transportation Collection is your surefire way to give your youngest students a positive STEAM experience.

Grades: K-1, 2-3
Contact Hours:

• Magazine Activities: 16+ hours
• Online Extensions on build.edventures.com: 16+ hours

Subject Targets:

Physical Science, Technology, Art/STEAM, Math, English Language Arts, Social Studies

Recommended Settings:

• Summer camps
• After-school programs
• Classrooms
• Home Learning

Each Issue Includes:

• Key Terms
• Step-by-Step Brick Build
• Science & Social Studies Content
• Math & Literacy Activities
• Art Integration
• Brick Engineering Challenge
• Unplugged & Digital Choiceboards for Family Engagement

Curriculum Topics:

• Boats
• Trains
• Bikes
• Cars

Expansion:

BrickLAB Program Expansion: Once you have PCS Edventures BrickLAB STEAMventures brick kits, for as little as $129, you can expand your program by simply adding new BrickLAB curriculum titles.

• BrickLAB Core
• BrickLAB Tech

Product Orientation:

• Half hour free webinar orientation for purchases of $500+
• One hour free webinar orientation for purchases of $1000+
• Additional training available for purchase

Each 10-Student Bundle includes:

• Spiral-bound Instructor Guide: 1
• Sets of Printed Student Materials: 10
• BUILD Magazines: 4 per student
• Boats: 1
• Trains: 1
• Bikes: 1
• Cars: 1
• Individual Brick Kits: 10
• BrickLAB bricks: 300+ per kit
• Brick separator: 1 per kit
• Mesh bag for cleaning bricks: 1 per kit

K-1st & 2nd-3rd Grade

Habits of Mind:

16 thinking habits developed by Art Costa and Bena Kallick to empower students to succeed in a 21st-century learning environment.

• Persisting
• Thinking Flexibly
• Striving for Accuracy
• Creating, Imagining, Innovating

21st Century Skills:

A set of widely-applicable abilities essential for success in the information age.

• Creativity and Innovation
• Flexibility and Adaptability
• Initiative and Self-Direction
• Productivity and Accountability

© 2018 Partnership for 21st Century Learning (P21), p21.org. All Rights Reserved. P21 was not involved in the production of this product and does not endorse it.

K-1st Grade

Next Generation Science Standards:

• NGSS K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
• NGSS K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
• NGSS K-ESS3-1. Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
• NGSS K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.

Common Core State Standards:

English Language Arts Standards:

• CCSS.ELA-LITERACY.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
• CCSS.ELA-LITERACY.RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
• CCSS.ELA-LITERACY.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
• CCSS.ELA-LITERACY.RI.1.10. With prompting and support, read informational texts appropriately complex for grade 1.
• CCSS.ELA-LITERACY.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
• CCSS.ELA-LITERACY.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
• CCSS.ELA-LITERACY.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Mathematics Standards:

• CCSS.MATH.CONTENT.1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
• CCSS.MATH.CONTENT.K.CC.A.1. Count to 100 by ones and by tens.
• CCSS.MATH.CONTENT.K.CC.A.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
• CCSS.MATH.CONTENT.1.MD.A.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
• CCSS.MATH.CONTENT.1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
• CCSS.MATH.CONTENT.1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
• CCSS.MATH.CONTENT.1.OA.B.3 Apply properties of operations as strategies to add and subtract.
• CCSS.MATH.CONTENT.1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction ; and creating equivalent but easier or known sums.

© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Connections to A Framework for K-12 Science Education :

Idaho Content Standards for Social Studies:

• 1.SS.2.2.2 Identify the ways people modify their environment.
• K.SS.2.1.4. Recognize a map of the United States of America and know it is the country in which we live.
• 1.SS.2.1.2. Use directions on a map: East, West, South, and North.
• 1.SS.2.1.4 Identify continents and large bodies of water on a globe or a map.
• K.SS.4.1.3 Identify personal traits, such as courage, honesty, and responsibility.

2nd-3rd Grade

Next Generation Science Standards:

• NGSS K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
• NGSS K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
• NGSS 2-ESS2-2. Develop a model to represent the shapes and kinds of land and bodies of water in an area.

NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.

Common Core State Standards:

English Language Arts Standards:

• CCSS.ELA-LITERACY.L.2.4.B Determine the meaning of the new word formed when a known prefix is added to a known word.
• CCSS.ELA-LITERACY.L.2.4.E. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
• CCSS.ELA-LITERACY.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
• CCSS.ELA-LITERACY.RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
• CCSS.ELA-LITERACY.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
• CCSS.ELA-LITERACY.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
• CCSS.ELA-LITERACY.W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
• CCSS.ELA-LITERACY.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Mathematics Standards:

• CCSS.MATH.CONTENT.2.MD.A.2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
• CCSS.MATH-CONTENT.2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
• CCSS.MATH.CONTENT.2.NBT.A.2. Count within 1000; skip-count by 5s, 10s, and 100s.
• CCSS.MATH.CONTENT.2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
• CCSS.MATH.CONTENT.2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.
• CCSS.MATH.CONTENT.2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
• CCSS.MATH.CONTENT.2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.

© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Connections to A Framework for K-12 Science Education:

Idaho Content Standards for Social Studies:

• 2.SS.2.1.1 Identify landforms, bodies of water, and human-made features such as cities and dams on a map and globe.
• 3.SS.2.1.3 Locate on a map waterways, landforms, cities, states, and national boundaries, using standard map symbols.
• 3.SS.2.1.4 Use a map title, map key, scale, cardinal directions, and symbols to interpret a map.
• 3.SS.2.1.4 Use a map title, map key, scale, cardinal directions, and symbols to interpret a map.
• 2.SS.2.2.2. Describe how humans depend on the environment to meet their basic needs.
• 2.SS.4.3.1 Identify characteristics of good citizenship, such as courage, honesty, and responsibility.
• 2.SS.4.3.2 Identify historic and contemporary people who model characteristics of good citizenship.

Jill Janicek

Jill has been teaching in the West Ada School District in Meridian, Idaho for 27 years and has taught grades K, 1, 2, and 5. She is a life-long learner and advocate for project-based learning. She has had training by PCS Edventures at the SySTEMic Summer Institute and written grants for BrickLABs. She and Dori Atterberry have led professional development for fellow educators at the i-STEM Summer Institute for 5 years using PCS Edventures BrickLAB kits. Jill also uses BrickLAB in her classroom, from individual designs with directions all the way to a project-based learning experience in groups of 4-5. They have even had times where the entire class builds together! Jill has been involved in several STEM summer camps for children as well, and she is very excited to share new ideas with you and your students, wherever they might be!

Dori Atterberry

Dori is a 1st grade teacher at Galileo STEAM Academy, a STEM certified school in Eagle Idaho, and brings over 30+ years of teaching experience. She holds a BA in Elementary Education with a minor in Early Childhood, is certified by the National Board and is a life-long learner and advocate for project-based learning. In her classroom, Dori uses bricks at her morning centers and integrates bricks with math, literacy and science to create project-based learning units. She has taught at Camp Invention, a summer program in Idaho and has been a camp director for STEMbus summer camps as well. Dori has also had the pleasure of leading BrickLAB professional development sessions at the i-STEM Summer Institute, making her a BrickLAB expert and enthusiast!

View the playlist below to learn more about how to implement and maintain your program.

Click links below to view files:

• Flyer
• Spec Sheet
• Catalog & Brochures