Learning to use visualisation techniques in the classroom enables pupils and teachers to gain new insights into how concepts are formed and how to strengthen them, but visualisation is sometimes not what it seems. Learning by constructing meaning is a long-standing principle underpinning much of today's school science. In "Primary Science 127," Mick Statham outlined how pupils' visual, auditory and kinaesthetic understandings of words they were reading could be improved through using visualisation (Statham, 2013a). In "Primary Science 128," he went on to explain that there was a way to think about explicitly working with the imagination in order to bring pupils' ideas to consciousness. In this first of a two-part article, Statham explains how implicit visualisation sometimes is and how this can be worked with to create an engaging and imaginative start to a lesson.