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What’s In My Balloon?





Title – What’s In My Balloon?
By – Cynthia Stockman
Primary Subject – Science
Grade Level – 2nd


State Goals/Chicago Academic Standards/Curriculum Framework Standards Met:

  • 11-A-1-8
  • 11-B-1,2,4,7
  • 12-C-2,3
  • 13-D-1,2


To understand the meaning of the words solid, liquid and gas. To provide concrete experiences with solids, liquids and gases. To understand that solids, liquids and gases are all forms of matter, and that matter is anything that takes up space and has weight.

Duration: 30-40 minutes


  • Paper
  • balloons
  • water
  • scissors.

Key Vocabulary Terms:

  • Solid
  • Liquid
  • Gas


To demonstrate that solids, liquids and gases are forms of matter, which is anything that takes up space and has weight.


  1. Children will come to the science table in observation groups of 4. The other children waiting will work on a solid, liquid and gas worksheet.
    Please note, this worksheet was not provided by the author, but the lesson plan can be performed without the worksheet or one could easily be made.
  2. Have the balloons on the table along with paper for observation.
  3. Tell children they are going to investigate the contents of the three balloons and write their observations and illustrate what they saw on paper.
  4. They will feel the frozen balloon, cut the rubber off with scissors.
  5. Discuss what they see and feel.
  6. Do the same with the water balloon, observing the properties of the water both when it is in the balloon and as they pour it into the dish or bowl.
  7. Record observations.
  8. Feel balloon with air. Let air out.
  9. Write observations.
  10. Encourage use of descriptive words such as “hard, invisible, wet, splashy,” etc.


Discuss all observations of all groups. Combine onto large chart with the three headings of solid, liquid, gas. Chart their ideas.


Students will be assessed by their participation as well as completion of observation paper (see rubric below).


4 – Words used to describe the experiment are very descriptive, well thought out and used properly. No spelling errors. Illustrations are drawn to the best of the student’s ability and colored neatly.

3 – Words used to describe the experiment are descriptive and used properly. Illustrations are drawn and detailed but not colored.

2 – Words used to describe the experiment are somewhat clear, shows some attempt at describing the experiment. Illustrations are drawn but are not relevant to the experiment.

1 – Words used to describe the experiment have little to do with the experiment. Shows little effort at describing the experiment. Illustration is below the Second Grade level.

0 – Words to describe the experiment have nothing to with the experiment. Shows no effort whatsoever. No illustrations.

E-Mail Cynthia Stockman!

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