Emergency remote and hybrid instructional approaches during the COVID-19 pandemic presented new challenges to science teachers, including how to incorporate authentic, hands-on, and collaborative learning experiences via Zoom™ instruction. Through a school-university partnership, a first-year middle school science teacher, an assistant professor, and two doctoral students collaborated to support student learning despite the constraints imposed by COVID-19. The partners worked together to develop and adapt a six-lesson, integrated science, technology, engineering, and mathematics (STEM) unit for use in a hybrid learning environment. In this article, we describe the unit, which focused on science concepts of force and motion through an engineering context related to helmet design. We highlight the key adaptations that were made to transition this unit to a hybrid format, including the assets brought by each partner. Finally, we discuss lessons learned and implications for teachers.