Engineer Parade Balloons Like Tony Sarg: A Classroom Guide to the Balloons Over Broadway Project

A balloons over broadway project works best when it is treated as more than a seasonal craft. At its strongest, it becomes an early-elementary design challenge built around a clear problem: how do you make a parade balloon visible to people who are not standing right next to it?

That framing matters because it shifts the activity from simple decoration to purposeful making. Instead of only asking students to create something colorful, you ask them to read about Tony Sarg, study how parade figures changed over time, design a balloon character, build a way to hold or elevate it, test whether people can see it, revise it, and then present it in a class parade.

What Is the Balloons Over Broadway Project?

The Balloons Over Broadway project is a classroom STEM or STEAM activity inspired by Balloons Over Broadway by Melissa Sweet. In the Providence Children’s Museum lesson plan, students are asked to solve Tony Sarg’s problem of making parade balloons travel high enough that crowds farther from the street can still see them, which gives young learners a concrete engineering goal instead of a vague art prompt (Providence Children’s Museum lesson plan).

1. Read the book aloud.
2. Build background with parade footage or short history clips.
3. Plan a balloon character on paper.
4. Build the balloon and a support or elevation device.
5. Present the work in a classroom or school parade.

That order is useful because each step prepares the next one. The book provides the historical hook. The videos help students understand scale, movement, and crowd visibility. The sketch forces them to think before building. The support device introduces the engineering piece. The parade gives the project a real audience.

For young children, the design problem is easy to understand. They do not need a long lecture on mechanical design to engage with questions like:

• Can people tell what my balloon is?
• Will it stay up while I hold it?
• Does it lean or tip?
• What material helps it stand taller?
• What should I change before parade day?

Those questions are what make the project a good bridge across literacy, art, social studies, and beginning engineering. Students are not only making a balloon; they are responding to a problem from parade history in a way that fits early-elementary thinking.

Background: Tony Sarg, the Book, and Macy’s Parade History

The usual starting point is a read-aloud of Balloons Over Broadway by Melissa Sweet. Teacher guides commonly suggest either using a physical copy of the book or a YouTube read-aloud, then adding one or two short clips on parade history, balloon making, or balloon inflation so students can connect the story to real footage (Lucky Little Learners classroom guide).

For most K–2 learners, the background knowledge only needs to establish a few anchor ideas:

• Tony Sarg was a puppeteer and inventor.
• Parade figures were not always giant balloons.
• Designers had to solve problems related to movement and visibility.
• Big public events depend on planning, materials, and teamwork.

That is enough context to support the build.

A simple read-aloud discussion can carry a lot of the lesson. Before reading, ask students what they already know about parades. During reading, pause to unpack words like puppeteer, marionette, and parade. After reading, bring the conversation back to the central problem: how can a balloon be made easy to see in a crowd?

Short video clips help most when they answer specific questions students already have. Rather than showing a long general parade program, choose media that helps children notice one thing at a time, such as the size of the balloons, how many people handle them, or how far away the crowd stands. That keeps the background focused on the project instead of turning it into a separate media lesson.

If you want a slightly richer setup, you can also add visual supports such as parade photos, still images from balloon construction, or a projected route image. One museum lesson plan goes further by using QR-linked parade footage so students can better understand scale and crowd perspective, but that kind of extension is optional. The project still works well with just the book, one short video, and a focused discussion.

A practical background routine is simply this: read first, discuss second, then move into planning while the problem is still fresh in students’ minds.

Materials List for the Balloons Over Broadway Project

You do not need specialized STEM equipment to run this project. The common material lists across classroom examples are intentionally simple: balloons, tape, paper, markers, scissors, and a lightweight way to hold the balloon up.

A teacher-created STEM version of the project lists balloons, tape, straws, popsicle sticks, scissors, construction paper, markers, decorations such as ribbon or string, pencils, and optional STEM journals as basic supplies (Carly and Adam classroom STEM challenge).

A practical classroom list can be organized like this:

Core build materials

• Balloons for the main shape
• Masking tape or clear tape
• Construction paper or cardstock
• Markers or crayons
• Glue
• Scissors
• String or ribbon
• Optional decorations such as googly eyes, tissue paper, streamers, or stickers

Support and elevation materials

• Straws
• Popsicle sticks or craft sticks
• Pipe cleaners
• Wooden dowels
• Paper towel tubes
• Extra tape for bracing
• String for stabilizing

Planning materials

• Plain paper for sketching
• Pencils
• Optional journals or response sheets
• Hard surfaces or clipboards for drawing

The Providence Children’s Museum lesson plan adds a few especially useful support materials for experimentation, including pipe cleaners, dowels, paper towel tubes, sticks, straws, and string. That list is helpful because it reminds teachers that the support system is not an afterthought; it is the engineering part of the challenge.

In a classroom, materials usually work best when they are separated by purpose rather than piled together. A design station, build station, support station, and decoration station can help students think in steps. It also reduces the common early-elementary problem of grabbing every material before a plan exists.

For book access, teacher guides commonly point to two workable options: use a purchased copy of the book or use a read-aloud video if you do not have the text on hand. Planning sheets and journals can help, but they are optional, not essential.

If you are teaching a whole class, build in a little slack. Extra balloons, spare straws, and a few pre-cut paper shapes can keep the project moving when something pops, tears, or falls off.

For homeschool use, the list can be even smaller. One child or a small sibling group can complete the full challenge with a balloon, tape, paper, markers, scissors, and one support material such as a straw or craft stick. The parade can happen in a hallway, living room, driveway, or even as a short recorded “parade route” past a homemade backdrop.

Step-by-Step Instructions to Build Balloons

The clearest way to teach the balloons over broadway project is to separate it into design, build, support, test, and showcase. Children can participate in every part, but they usually do better when each phase has a clear purpose.

Step 1: Brainstorm and sketch the character

Start with a blank planning page. Students can choose a character from the book, a familiar story character, or another approved figure depending on your class theme.

Ask them to decide:

• What shape will the balloon body be?
• What details will make the character recognizable?
• What colors will help people identify it quickly?
• Where will the support attach?
• How will the balloon stay visible during the parade?

For younger students, sentence stems help:

• “My balloon is a ___.”
• “People will know because it has ___.”
• “I will hold it up with ___.”

This planning stage does two important things. First, it slows students down enough to think about structure before decoration. Second, it gives them language for explaining their design choices later.

If you want a stronger engineering focus, you can turn the sketch into a criteria sheet. For example, students can circle whether their balloon should be easy to see, easy to carry, and strong enough to stay together during the parade. That keeps the build tied to a problem, not just an image.

Step 2: Inflate the balloon and add the character details

One kindergarten example describes inflating a 12-inch balloon with air, decorating it with construction paper, copy paper, ribbon, or streamers, and then taping it to a straw with masking tape (The Kindergarten Smorgasboard activity ideas).

Some teachers also save time by pre-inflating balloons before the build begins so students can move directly into decorating and attaching parts (Lucky Little Learners step-by-step guide).

At this stage, students can add details such as:

• Ears, wings, hats, tails, or facial features cut from paper
• Drawn features on paper pieces
• Streamers or ribbon for movement
• Lightweight accessories attached with glue or tape

A useful build rule for early elementary is simple: large pieces can be light, but heavy pieces should be limited. Too much paper on one side can make the balloon twist, lean, or pull away from the handle.

If you are working with very young students, it often helps to model one balloon part at a time. Show how to attach one feature securely, then let students repeat that process. This keeps the lesson calm and reduces the urge to tape everything on at once.

Step 3: Engineer the support or elevation device

This is the heart of the STEM challenge.

Older or more confident builders can compare supports and decide which one works best for their design.

Possible support choices include:

• One straw
• Two straws taped together
• A straw with a cross-brace
• A dowel
• A paper towel tube handle
• String attached to a handheld support

The key is to keep asking the same question Tony Sarg had to answer in the story: how will people actually see this in a parade?

If you want a stronger design lens, give students a short success checklist before they build:

• It stays upright when I hold it.
• It looks like my character.
• People several feet away can identify it.
• It can travel in a parade line without falling apart.

Those are accessible criteria for K–2, but they still push students to think beyond appearance.

Step 4: Test for stability and visibility

A fast classroom test can be very simple:

1. One student stands at the front or side of the room.
2. Another student or the teacher acts as the “crowd.”
3. The balloon is raised to parade height.
4. The observer answers a few questions.

Good testing questions include:

• Can I tell what it is?
• Does it stay upright?
• Does it wobble or lean?
• Does anything fall off?
• Is the handle strong enough to carry?

This kind of test gives students a reason to revise. It also teaches them that a design can be colorful and still not be functional.

Revision language helps here. You can prompt students to say:

• “I noticed…”
• “It needs…”
• “Next I will change…”
• “A stronger support might be…”
• “I should make this side lighter because…”

For some children, the big discovery is that balance matters as much as decoration. A balloon with one oversized paper arm or one heavy ear may need a second support, lighter materials, or a more centered attachment point.

Step 5: Finish details and prepare for parade day

After testing, students can add final details like labels, signs, costume pieces, or a short explanation of what they designed and why.

If the project is being done at home, a school handout from Hewlett Elementary offers a practical structure: students first choose a character and brainstorm a design, then gather materials, then assemble the balloon close to parade day because inflated balloons can deflate if prepared too early (Hewlett Elementary project sheet).

That example is useful because it shows a realistic order of operations:

• plan first
• gather materials next
• make accessories ahead of time
• inflate and assemble near the event

For classroom use, you do not need to copy that exact calendar. The more important idea is to separate planning from final assembly so students are not trying to invent, decorate, and troubleshoot all at once.

If space or attention span is limited, you can still keep the process intact by simplifying it:

• read and discuss
• sketch
• build
• test
• parade

That shorter sequence preserves the logic of the project even when time is tight.

For homeschool families, the same steps work well across a few short work periods. One day can be for reading and sketching, another for building, and a final day for the parade or recorded presentation. The format is flexible even when the underlying problem stays the same.

Latex-Free and Safe Balloon Alternatives

Not every balloons over broadway project needs a real latex balloon. In fact, several classroom versions explicitly include non-latex alternatives so students can still solve the same visibility problem with different materials.

One kindergarten activity describes a foil-based option made from aluminum foil circles colored with Sharpies, then laminated, with a straw inserted for an inflated-balloon look. The same source also includes simpler options such as premade printable balloon shapes that students color and attach to straws, popsicle sticks, or paper supports (The Kindergarten Smorgasboard alternatives).

Other practical substitutes named across the source set include:

• paper plates
• cardstock balloon templates
• foil or Mylar balloons
• fully paper balloon cutouts attached to sticks or straws

Classroom guides also specifically note the need to check for latex allergies before using real balloons and suggest paper-based or non-latex versions when balloon use is a concern (Carly and Adam safety note).

That means the real goal does not have to be “use a balloon at all costs.”

A few material pathways work especially well:

1. Foil or laminated foil shapes

Best when you want a shiny, balloon-like look without latex.

Pros - Reflective surface - Easy to color - Visually closer to a balloon than plain paper

Tradeoffs - Can wrinkle - Often needs more adult preparation - Works best if laminated

2. Paper plate balloons

Best when you want a sturdy structure for small hands.

Pros - Stable - Inexpensive - Easy to decorate

Tradeoffs - Less like a real balloon - Heavier than thin paper - Usually needs added parts to show character details

3. Cardstock or template balloons

Best when you want predictable prep and easy classroom management.

Pros - Easy to copy and distribute - Good for centers or stations - Helpful for students who need more structure

Tradeoffs - Less open-ended - Can feel more like a craft if every outline is identical

4. Mylar or foil balloons

Best when you want a true balloon surface without latex.

Pros - Durable - Familiar balloon appearance

Tradeoffs - Harder to customize - Often more expensive - Shape choice is limited by what you can find

If you need one classwide version that avoids latex entirely, a paper or foil-based build keeps the spirit of the project intact while simplifying materials and reducing popping and deflation issues.

Setting Up a Classroom Parade

The parade is the natural ending because it lets students test their work in motion and present it to an audience. It does not have to be elaborate to feel meaningful.

A low-prep parade can work with just a few decisions:

Parade route options

• around the edge of the classroom
• down a hallway and back
• through the library or multipurpose room
• outside along a short approved path

Decor options

• butcher-paper skyline
• street lines taped on the floor
• a parade banner
• audience signs
• music during the march

Student roles

• balloon handlers
• announcers
• crowd members
• photographers
• “reporters” who ask questions afterward

Emcee prompt ideas

• “Here comes…”
• “This balloon was designed to…”
• “The builder used…”
• “One problem this student solved was…”

Those prompts matter because they turn the parade into more than a march. Students get to explain materials, describe revisions, and connect their design back to the original problem.

If you want family involvement, the Hewlett Elementary handout offers one clear example: families were invited to watch the culminating parade along the field or playground fence (Hewlett Elementary parade invitation).

That idea scales easily. In a classroom, families might watch from the back of the room. In a homeschool setting, the audience might be siblings, grandparents, or a camera. The point is not crowd size. The point is giving the build a public moment.

If space is limited, you can simulate the parade rather than stage a long route. Good alternatives include:

• a standing parade where students raise balloons one at a time
• a gallery walk
• a photo station with a paper skyline
• a short recorded parade video
• a desk-to-desk “mini parade” for homeschool or small-group use

Reflection is worth building in at the end. Ask students:

• What part worked well?
• What was hard to attach?
• What did you change after testing?
• What would you do differently next time?

Those questions help the project land as a learning experience instead of ending as a photo opportunity.

Extensions and Variations for Deeper Learning

One reason this project stays popular is that it can carry more than one kind of learning at once. The core task is simple enough for young children, but the surrounding activities can be adjusted depending on whether you want to emphasize literacy, speaking, collaboration, or optional technology.

For literacy, teacher-created Balloons Over Broadway activities often focus on predictions, story maps, and vocabulary work before the engineering build. Words like marionette and puppeteer are especially useful because they connect directly to the text and to Tony Sarg’s work.

That makes several literacy extensions fit naturally:

• predictions before reading
• story maps after reading
• sequencing Tony Sarg’s problem and solution
• vocabulary cards
• informational writing about the balloon design
• a short “How I solved the problem” response

Speaking and listening extensions are just as easy to add. Students can introduce their balloon to a partner, explain why they chose certain materials, or describe one revision they made after testing. Even shy students can participate if you let them speak with a partner or let a classmate act as announcer.

The project also creates built-in opportunities for collaboration and persistence. Pair planning, shared supply jobs, and simple routines like Think-Pair-Share or partner feedback help students see revision as a normal part of design instead of as failure.

For children who like dramatic play more than building, the Tony Sarg connection makes puppet and performance extensions a good fit. You can add:

• a puppet center
• retelling baskets
• parade announcer roles
• “news reporter” interviews
• audience sign making

Optional tech extensions appear in some teacher-created STEM versions as well. Those include green-screen parade scenes and coding tie-ins with robots such as Bee-Bot, Sphero, or Ozobots, but these are extras rather than requirements.

Theme variations can also widen the project beyond a single holiday look. Students can design:

• favorite story characters
• school mascots
• community parade balloons
• winter-themed balloons
• alphabet or shape balloons
• animal or science-theme balloons

That flexibility is helpful if you want to keep the parade structure while shifting the content to fit your classroom.

If you are looking for printable costume themes specifically, one commercial Simply Kinder pack describes 23 ready-to-print costume options for preschool through first grade, along with planning pages and multiple balloon-creation formats (Simply Kinder product description). Because that is a paid product page, it is best treated as an example of what is available rather than as a required resource.

For low-resource classrooms and homeschool setups, the strongest variation is simply to keep the core challenge and reduce the extras. You do not need green screens, robot coding, or purchased printables for the project to work. A book, a sketch, a build, a test, and a parade are enough.

Standards Alignment and Observation Tips

It identifies the project with NGSS K-2-ETS1-1 and also connects it to grade 2 speaking/listening and informational-reading goals while encouraging teachers to observe material choice, perseverance, collaboration, creativity, and SEL behaviors during the build (Providence Children’s Museum standards-aligned lesson).

In practice, that means the project can generate useful evidence in several areas.

Engineering behaviors

Look for whether the student: - identifies the problem to solve - chooses materials with a reason - builds a support system - tests a design - revises after something fails - compares possible solutions

Literacy behaviors

Look for whether the student: - retells key ideas from the text - uses vocabulary such as marionette or puppeteer - explains the design in words or pictures - asks and answers questions about the process

Speaking and listening behaviors

Look for whether the student: - presents the balloon clearly - explains material choices - responds to peer questions - participates in partner talk - listens during other students’ presentations

Work habits and SEL-related observations

Look for whether the student: - stays with the task after a setback - shares materials - collaborates appropriately - accepts feedback - shows pride in revising rather than resisting it

You do not need a complicated scoring system to notice these things. A teacher can gather a lot from a clipboard, a few anecdotal notes, or a short checklist.

If you want a very focused observation lens, keep it to three questions:

1. Did the student design something recognizable?
2. Did the student create a way to hold or elevate it?
3. Did the student test or revise the design?

Those questions stay close to the actual challenge and keep the assessment centered on what students were asked to do.

What grades is the Balloons Over Broadway project best suited for?

The strongest fit is early elementary.

In kindergarten, students usually benefit from pre-cut pieces, a small set of material choices, and very simple support options. In first grade, you can widen the choices and ask for more explanation. In second grade, it makes sense to lean harder into testing, comparing materials, and explaining revisions.

Where can I find free videos for the Macy’s Parade background?

One practical starting point is teacher blog roundups that already name useful clip types. A Simply Kinder post recommends searches or links for videos such as “Macy’s Thanksgiving Parade – An Insider’s Look,” a visual history video, and a balloon-making video, which gives teachers a workable shortlist to preview before class (Simply Kinder video suggestions).

For K–2, shorter is usually better. One history clip and one balloon-construction clip are often enough to give students the context they need without overwhelming them.

Are there printable templates or costumes available?

Yes, but many clearly described options are part of paid teacher resources rather than open downloads. For example, the Simply Kinder product page says its pack includes balloon planning pages, multiple balloon formats, and 23 printable costume themes for preschool, kindergarten, and first grade (Simply Kinder printable costume pack).

If you do not want to buy a pack, you can make a simple substitute by drawing a large balloon outline on cardstock, copying it, and letting students add their own character details.

How long does the project take to complete?

What it does show is that the project can be broken into separate stages. In the Hewlett Elementary home-project example, students were asked to brainstorm by November 18, gather materials by November 22, and bring the completed balloon on November 27, with a reminder to assemble close to the event so the balloon would not deflate too early.

For your own setting, the most useful planning question is not “How many minutes should this always take?” but “Which parts am I including?” A version with reading, design, build, testing, and parade will naturally need more room than a version that focuses only on the build and showcase.

What if students can’t use real balloons?

You can still do the project. Several classroom examples include non-latex or non-balloon versions such as paper plates, cardstock templates, foil-style shapes, or printable balloon cutouts attached to sticks or straws.

Students can solve that problem with paper, foil, templates, or other lightweight materials just as effectively as they can with a real balloon.