Fifth grade science students are expected to master TEKS content from grades 3 through 5—all in one year. Many students arrive with limited science experience and background knowledge. To close learning gaps and build conceptual understanding, I am requesting materials to create four mobile “Science STAAR Power Carts”—rolling, TEKS-aligned station kits that make learning hands-on, student-centered, and fun. Each cart will focus on one of the four STAAR reporting categories: Matter & Mixtures, Force & Energy, Earth & Space, and Organisms & Environments. These carts will contain interactive materials like graduated cylinders, ramps and cars, stream tables, food web models, and weather tools, as well as student-friendly task cards and lab recording sheets. These will support small group investigations, intervention, and STAAR review activities.
Many of our students enter 5th grade with limited science background and exposure to hands-on investigation. In fact, 5th grade is the first time students take the STAAR science test—a comprehensive assessment that covers TEKS standards from 3rd, 4th, and 5th grades. Despite their enthusiasm during experiments and discussions, I see a clear disconnect between what students can demonstrate in a lab and what they can recall or apply in a test setting. This gap becomes especially concerning when you consider the unique challenge of the 5th grade STAAR science test. Unlike previous STAAR assessments, which focus heavily on reading and math, the science test asks students to analyze diagrams, interpret data tables, and apply vocabulary and concepts they often haven't experienced in depth or in a high-stakes format. The questions require students not only to recall facts but also to apply scientific thinking in unfamiliar scenarios. Students need repeated, structured exposure to scientific tools and concepts—not only to build understanding, but to bridge that understanding to assessment formats. Currently, our classroom resources limit how often and how deeply we can engage with science content in interactive, student-centered ways. This is especially critical for our campus, which serves a diverse student population with a wide range of learning needs. Without consistent, high-quality lab experiences that reinforce key content, students are at a disadvantage on the STAAR test. The Science STAAR Power Carts project directly addresses these needs. Each mobile cart will be aligned to a STAAR reporting category—Matter & Mixtures, Force & Energy, Earth & Space, and Organisms & Environments—and stocked with hands-on materials, TEKS-aligned tasks, and visual references. These carts will support up to 150 students across the entire grade level by providing engaging, station-based learning that can be used during initial instruction, small group reteach, intervention, and STAAR review. By equipping students with meaningful, repeated experiences using tools like graduated cylinders, food web models, stream tables, and force ramps—paired with student-friendly lab guides and task cards—this project will strengthen both their conceptual understanding and their confidence in applying that knowledge under test conditions. The need is urgent. Without strong science foundations, our students will continue to face an uphill battle on the STAAR test. But with the Science STAAR Power Carts, we can begin closing the gap—making science both accessible and memorable for every learner.
The Science STAAR Power Carts project will close learning gaps and deepen science understanding for approximately 150 fifth-grade students through the use of mobile, hands-on station kits aligned to STAAR reporting categories. The project’s goal is to improve conceptual mastery, test preparedness, and engagement by offering repeated, structured lab experiences that allow students to explore and internalize science content through active learning. This project will have a direct and measurable impact on student learning by expanding access to TEKS-aligned science tools and materials that support active, hands-on investigation. Using structured, small-group stations, students will engage in differentiated science tasks that are both meaningful and developmentally appropriate. These station-based experiences will not only strengthen their conceptual understanding but also help them connect what they do in the lab to what they see on the STAAR science assessment. Each station will be supported by targeted task cards and lab reflection tools designed to build vocabulary, reinforce academic language, and provide frequent opportunities for data analysis and test-style thinking. These objectives are intentionally specific, measurable, achievable, realistic, and time-bound, and will be tracked through formative assessments, teacher observation, and student work samples embedded in the unit pacing calendar. To achieve these goals, grant funds will be used to assemble four mobile science station carts, each aligned to one of the STAAR reporting categories: Matter & Mixtures, Force & Energy, Earth & Space, and Organisms & Environments. Each cart will include durable, reusable science tools such as graduated cylinders, thermometers, magnets, ramps and cars, stream tables, and food web models. In addition, each cart will be equipped with student task cards aligned to TEKS, lab recording sheets, academic vocabulary supports, and classroom-friendly materials such as color-coded storage bins, reusable write-on sleeves, and simplified anchor visuals to support all learners. These carts will be housed and used within the fifth-grade science classrooms throughout the school year to enrich daily instruction, reinforce key concepts, and support targeted intervention and STAAR review. Activities will occur within the fifth-grade science classrooms, which serve approximately 150 students across the grade level. Each unit will include two to three lab rotations using the Power Carts. Students will rotate through the carts in small groups (3–5 students), completing station tasks and guided inquiry investigations. The carts will also be used for reteaching during intervention time and for STAAR review in the spring.
To track effectiveness, I will collect student responses on recording sheets, use exit tickets to monitor understanding, and assess vocabulary growth through formative checkpoints. Additionally, students will complete self-assessments to reflect on their confidence and understanding before and after each unit.
Many of our students enter 5th grade with limited science background and exposure to hands-on investigation. In fact, 5th grade is the first time students take the STAAR science test—a comprehensive assessment that covers TEKS standards from 3rd, 4th, and 5th grades. Despite their enthusiasm during experiments and discussions, I see a clear disconnect between what students can demonstrate in a lab and what they can recall or apply in a test setting. This gap becomes especially concerning when you consider the unique challenge of the 5th grade STAAR science test. Unlike previous STAAR assessments, which focus heavily on reading and math, the science test asks students to analyze diagrams, interpret data tables, and apply vocabulary and concepts they often haven't experienced in depth or in a high-stakes format. The questions require students not only to recall facts but also to apply scientific thinking in unfamiliar scenarios. Students need repeated, structured exposure to scientific tools and concepts—not only to build understanding, but to bridge that understanding to assessment formats. Currently, our classroom resources limit how often and how deeply we can engage with science content in interactive, student-centered ways. This is especially critical for our campus, which serves a diverse student population with a wide range of learning needs. Without consistent, high-quality lab experiences that reinforce key content, students are at a disadvantage on the STAAR test. The Science STAAR Power Carts project directly addresses these needs. Each mobile cart will be aligned to a STAAR reporting category—Matter & Mixtures, Force & Energy, Earth & Space, and Organisms & Environments—and stocked with hands-on materials, TEKS-aligned tasks, and visual references. These carts will support up to 150 students across the entire grade level by providing engaging, station-based learning that can be used during initial instruction, small group reteach, intervention, and STAAR review. By equipping students with meaningful, repeated experiences using tools like graduated cylinders, food web models, stream tables, and force ramps—paired with student-friendly lab guides and task cards—this project will strengthen both their conceptual understanding and their confidence in applying that knowledge under test conditions. The need is urgent. Without strong science foundations, our students will continue to face an uphill battle on the STAAR test. But with the Science STAAR Power Carts, we can begin closing the gap—making science both accessible and memorable for every learner.
The Science STAAR Power Carts project will close learning gaps and deepen science understanding for approximately 150 fifth-grade students through the use of mobile, hands-on station kits aligned to STAAR reporting categories. The project’s goal is to improve conceptual mastery, test preparedness, and engagement by offering repeated, structured lab experiences that allow students to explore and internalize science content through active learning. This project will have a direct and measurable impact on student learning by expanding access to TEKS-aligned science tools and materials that support active, hands-on investigation. Using structured, small-group stations, students will engage in differentiated science tasks that are both meaningful and developmentally appropriate. These station-based experiences will not only strengthen their conceptual understanding but also help them connect what they do in the lab to what they see on the STAAR science assessment. Each station will be supported by targeted task cards and lab reflection tools designed to build vocabulary, reinforce academic language, and provide frequent opportunities for data analysis and test-style thinking. These objectives are intentionally specific, measurable, achievable, realistic, and time-bound, and will be tracked through formative assessments, teacher observation, and student work samples embedded in the unit pacing calendar. To achieve these goals, grant funds will be used to assemble four mobile science station carts, each aligned to one of the STAAR reporting categories: Matter & Mixtures, Force & Energy, Earth & Space, and Organisms & Environments. Each cart will include durable, reusable science tools such as graduated cylinders, thermometers, magnets, ramps and cars, stream tables, and food web models. In addition, each cart will be equipped with student task cards aligned to TEKS, lab recording sheets, academic vocabulary supports, and classroom-friendly materials such as color-coded storage bins, reusable write-on sleeves, and simplified anchor visuals to support all learners. These carts will be housed and used within the fifth-grade science classrooms throughout the school year to enrich daily instruction, reinforce key concepts, and support targeted intervention and STAAR review. Activities will occur within the fifth-grade science classrooms, which serve approximately 150 students across the grade level. Each unit will include two to three lab rotations using the Power Carts. Students will rotate through the carts in small groups (3–5 students), completing station tasks and guided inquiry investigations. The carts will also be used for reteaching during intervention time and for STAAR review in the spring.
To track effectiveness, I will collect student responses on recording sheets, use exit tickets to monitor understanding, and assess vocabulary growth through formative checkpoints. Additionally, students will complete self-assessments to reflect on their confidence and understanding before and after each unit.
Time left to bid
9
days
13
hours
7
minutes
37
seconds
$1,000
Value:
priceless