The COVID-19 pandemic has created a plethora of problems globally for school boards, administrators, and teachers of science, technology, engineering, the arts, and mathematics (STEAM). From the beginning of 2020, marginalized students--those who live in low-socioeconomic environments or come from traditionally underrepresented communities or populations--have fallen further behind their non-marginalized counterparts, as the virus has exacerbated existing academic inequalities. This article presents how a top-down approach to creating a research-based curriculum can help middle and high school STEAM teachers create rigorous and flexible learning opportunities for marginalized students during a pandemic.