Push and Pull: Forces in Action · Term 2

Speed of Movement: Fast and Slow

Students will explore the concept of speed by comparing how fast different objects move over a set distance.

About This Topic

Imaginary Objects and Places focuses on the art of mime and the use of simple props to build a fictional world. Year 1 students learn how to 'create' objects out of thin air by showing their size, weight, and shape through movement. This topic aligns with ACARA Drama standards that involve using symbols and situations to create dramatic meaning. It encourages students to use their imagination to transform the classroom into any setting imaginable.

This unit is essential for developing abstract thinking and 'belief' in drama. In the Australian context, students might imagine they are in the snowy Australian Alps or the hot, red center. By interacting with 'invisible' objects, they learn to be precise and consistent in their movements. This concept is grasped faster through collaborative 'world-building' and peer-led 'object' games.

Active Learning Ideas

Simulation Game: The Invisible Box

The teacher 'hands' an invisible box to a student. The student must show how heavy or light it is, how big it is, and what is inside (e.g., a fluttering bird or a sticky lolly) using only their hands. They then 'pass' the box to a peer.

⏱ 20 min·Whole Class

Generate mission

Inquiry Circle: Setting the Scene

In small groups, students are given a 'place' (e.g., a beach, a space station). They must use three simple props (e.g., a chair, a hoop, a stick) to represent something in that place. The rest of the class must guess where they are.

⏱ 30 min·Small Groups

Generate mission

Think-Pair-Share: Mime Challenge

Pairs take turns miming an everyday action that involves an object (e.g., brushing teeth, eating a giant sandwich). The partner must identify the 'object' and give one tip on how to make it look 'more real' (e.g., 'Make your hands wider for the sandwich').

⏱ 15 min·Pairs

Generate mission

Watch Out for These Misconceptions

Common Misconception

Students often 'forget' where they put an invisible object, making it disappear.

What to Teach Instead

The 'Invisible Box' activity emphasizes 'spatial consistency.' By having peers watch and point out when an object 'teleports,' students learn to keep their hands in the same place to maintain the illusion.

Common Misconception

Children may think that more props make a better scene.

What to Teach Instead

Through 'Setting the Scene,' students discover that a single hoop can be a portal, a steering wheel, or a puddle. This encourages 'symbolic' thinking, where one thing stands for another, which is a key dramatic skill.

Frequently Asked Questions

What is 'mime' for Year 1?

Mime is 'acting without words.' For 6-year-olds, it's about using their bodies to show what they are doing and what they are holding. It's a great way to build focus and physical control.

How do I help students 'see' the imaginary world?

Use sensory prompts. Ask: 'What does the air feel like in your snowy forest? Is it hard to walk through the deep sand?' This helps them translate a mental image into a physical movement.

Can we use real props too?

Yes, but keep them 'neutral.' A simple piece of fabric or a cardboard box is better than a specific toy, as it requires the student to use their imagination to decide what it is.

How can active learning help students understand imaginary settings?

Active learning strategies like 'Setting the Scene' require students to negotiate and agree on a shared reality. When three students agree that a chair is a 'boat,' they are practicing 'collective belief.' This collaborative effort makes the imaginary world feel 'real' and helps them stay in character more effectively than working alone.

Browse curriculum by country

• Americas
• US
• CA
• MX
• CL
• CO
• BR

• Europe
• UK
• IE
• FR
• DE
• ES
• IT
• NL
• PT
• SE

• Asia & Pacific
• IN
• SG
• AU