Human Body Round Up

Recently we brought you a Teacher Feature from one of our three-year-old classes, the Koalas, as they learned about blood.  This lesson was part of a mini unit on the circulatory system, which fit into a larger unit on the human body.  The web below displays all the directions Koala teachers Katie Heimsath and Laura Muniz took the unit.  Following the web are photos highlighting some of their experiences.


5 Senses – Sense of Touch

2To explore their sense of touch, the class went to the National Museum of Natural History‘s Gem and Mineral Hall.  The children felt the gems and minerals that were labeled with a “Please Touch!” sign, and described what they felt using words such as cold, hard, smooth, and bumpy.

2Afterwards, the class sat down and played a game using their sense of touch.  Laura brought objects to put in the mystery box and each child took a turn feeling inside the box, describing what they felt, and then guessing what object was inside based on their observations.


1While learning about the skeletal system, the class talked about bones, and what happens when they break.  Since we know we cannot see our bones from the outside, the class learned about x-rays and how doctors use them to take a look at our bones if we hurt them.  To illustrate this, the class looked at bone x-rays on a light table to get a better idea of what doctors look at when seeing if a bone looks normal or injured. 1Laura explained how broken bones are wrapped in a cast so they can heal.  To make this concept more concrete, the children used bandages to cast a baby doll’s leg.


3To cap off their week on bones, the class talked about the ways in which we can keep our bones healthy and strong, including drinking milk, which contains calcium.  To explore where milk comes from, the class went to the Hirshhorn Sculpture Garden to see Joan Miró’s sculpture, Lunar Bird.  They used their imaginations to pretend the sculpture was a cow, and “milked an udder”, which was a plastic glove filled with water, and little holes cut into the ends.

Digestive System/Intestines

3The class began their week on the digestive system by focusing on where food enters our bodies – the mouth!  After seeing a giant mouth of a dinosaur, the children practiced their fine motor skills by cutting long strips of white paper into teeth and gluing them into a mouth.

4Explaining the length of intestines using only words can prove difficult for young children to understand, so Katie made it more concrete by measuring yarn to visualize how long intestines actually are.  After they measured the yarn, the class lay on the floor along the yarn to see how many kids it would take to make the length of the intestine, which turns out to be a lot! (7).pngAs they went through their week on the digestive system, the class added pieces to a paper model.  They used a straw to represent the esophagus, a balloon as a stomach and yarn and ribbon as the intestines.

We hope you enjoyed getting a bigger picture of our Koala class’ unit on the human body!  Visit our human body Pinterest board for more ideas.

Teacher Feature: Three Year Olds Explore Blood

It’s Teacher Feature Thursday!

This week we are featuring Katie Heimsath and Laura Muniz of the three-year-old Koala classroom.  Katie and Laura noticed a common interest among the children in human bodies and what they are capable of, so a unit on the human body commenced.  I joined them for a visit to the National Gallery of Art where they took a closer look at blood, and what goes into it.  Blood is a complex concept and this lesson is a great example of how we at SEEC are thinking about how to make a complex topic developmentally appropriate, approachable, hands-on and engaging for young children. Below you will find images and descriptions of the lesson, and a reflection from Katie and Laura.



Here are a few images from their lesson on Blood: the class first sat down, Katie asked the children to look at the painting Red Dance by Kenneth Young, and share what it reminded them of.  The piece reminded children of a brain, blood, and strawberries.  Katie shared that the painting reminded her of blood too, and that was what they were going to learn more about that day.  The class had already learned about how hearts and veins move blood around the human body, but now they were going to look at blood more in depth and see what elements make up blood.

5Katie asked, “Who has ever cut themselves and had blood come out?”  Immediately the children began to roll up sleeves or pant legs to display a cut, and several told stories about how they got their boo-boos.  Katie asked, “Did your cut keep bleeding forever, or did it stop? Is your cut still bleeding or has it stopped?”  The children said they weren’t still bleeding anymore, and Katie explained that cuts stop bleeding because a hard scab is formed by some platelets, just one part that makes up our blood.

3To take a closer look at blood, Katie read A Drop of Blood by Paul Showers.  This book is told from the perspective of a vampire and monster, and the children enjoyed the silliness of the illustrations, while the text provided information about what blood is and what it does.

4Katie asked the children what blood looks like when we cut ourselves, and the children said, “red”.  She explained that when we bleed it looks red like the red dots on the painting, but if you look really close, with a microscope, you can see the different parts of blood.  While the children are not as familiar with the concept of a microscope, they are very familiar with magnifying glasses, and Katie brought some out to make the connection that a microscope helps us to see small things that we can’t see with just our eyes. (8).jpgAs they went through the book, Katie paused to talk about white blood cells, red blood cells, plasma, and platelets.  The children passed around pictures of each to get a closer look, while Katie explained why each part is important for our bodies. (1).pngAfter reading the book it was time to make their own blood!  This activity provided a hands-on and engaging way for the children to practice what they had just learned.  Katie brought out three “drops of blood”, which were three circles of contact paper.  She said that the contact paper is sticky and looks wet, so it would be like the plasma, which keeps everything together. Then the children came up in turns to add red blood cells, and white blood cells (circles of red and white paper).

12To finish the blood, they added platelets, the small blood cells that come together to form a clot and stop a cut from bleeding. (15).pngAfter making one blood cell together, the class split up into two groups and worked together to make more drops of blood.  After they finished, there were some stray blood cells on the gallery floor, and the children were excited to help pick them up to leave the space clean. (16).pngBack at school in the afternoon, the class made their own blood cells that they could take home.

112Then it was time to make more blood, but this time it was an edible version for their afternoon snack!  First the class helped mix red food coloring into yogurt, which was the plasma.

11Next they added sliced grapes as the red blood cells.

7For the white blood cells, they added sliced bananas.

6And finally, they topped off their blood snack with red sprinkles, acting as the many platelets found in our blood.

1The only thing left to do was enjoy eating it!  By making blood in another way, the children experienced multiple exposure to the same concept, which helps to reinforce it.  They were also actively involved in the process, which not only makes it more fun, but helps to strengthen their understanding of the concept.

Reflection from Katie and Laura:

For the first several weeks of school, our class explored their similarities and differences through lessons on favorite things, what their families are like and identifying and expressing their feelings. We noticed that many children in our class were experiencing some major transitions: caring for new siblings, finishing potty training, trying new foods, even adjusting to a new school! Our daily routine, including bathroom time, nap time, lunch time, play time, etc. led to discussions about how and why our bodies need all of these activities. So into the Human Body we went! We divided this unit up by the different body systems; it was a simple way to break down a complicated topic to a three-year-old level and gave us the ability to answer specific questions our class had.

We first explored how people experience the world using their five senses and learned that our brain helps us interpret it all. In the weeks following, we learned parts and functions of the digestive system and investigated our skeletal system. After that, we dove into the circulatory system. Early in the week we learned about the parts of the body that move blood around like our heart, veins and arteries. This particular lesson was all about blood. Our class had a lot of questions about the color of blood, what its job is, and why it is wet. Like a lot of children, our kids viewed Band-Aids as the fixer of all problems. As teachers we noticed a great opportunity to talk about how our bodies use blood to make scabs. Our objectives for this lesson were to address and answer those specific questions as well as practice working together as a group. Through the lesson, they learned the four different parts of blood and how those parts work together to keep our body healthy. Teamwork is a hard, but important skill to practice, so we built it into the lesson with a small group activity.

We chose to visit Red Dance by Kenneth Young at the National Gallery of Art because it is so visually stimulating and looks similar to actual drops of blood. It’s located in a gallery that is quiet and big enough to accommodate a group of curious and wiggly three-year-olds who need some extra room. We brought printed and laminated illustrations of four different parts of blood and small magnifying glasses to accompany the lesson. We passed these objects and pictures around so that the class could have something to hold and focus their attention on, as well as connect new vocabulary to.

Due to the length of time we had been spending on our bodily processes, our class had a solid foundation of ideas and lots of vocabulary to build on. They connected past knowledge (“there must be a lot of blood going around my small intestine if it’s moving all those nutrients outta there”) and asked questions to deepen their learning. They were engaged and curious since the book we read, A Drop of Blood by Paul Showers, made this very technical topic a little more exciting. By giving them objects to hold and engage with, we helped make a difficult concept more concrete. We were able to point specifically to images of parts of the blood that we can’t see with our own eyes, and explain the function of each one.

We were surprised by how well the small groups worked together in the activity to make drops of blood, and also at how they worked together to help clean up. We used some small materials, such as hole punched paper circles, that blended in with the wooden floor, and it was quite funny to hear some of our class saying, “Oh! There are more platelets over there!” and “Get that red blood cell!”

In the afternoon, we made a “blood snack”. The teachers did all of the cutting of the fruit, but the children helped by dividing, measuring and sorting all of the ingredients. It incorporated their fine motor skills, tested their one-to-one correspondence, and recalled a lot of the vocabulary we learned in our morning museum visit. The group also practiced turn-taking since there weren’t enough individual helping jobs to go around. Our class doesn’t have too many picky eaters, but for the few who are usually hesitant to try new things, this activity made it a bit more exciting to have something unfamiliar at snack.

An element we would have liked to add, but didn’t get the chance to, would have been a gross motor component. Our class was focused in the museum, but we realized after the fact that we could have played a game on the playground to extend the topic. It certainly helped their need for movement to have an activity in the museum, but playing a chasing game outside or teamwork game as a group would have been another fun experience.

While we had success with our activities, some of the materials we used to make the drops of blood made it difficult to transition out of the gallery quickly. If any other element had become more complicated, the activity would have become too complicated to do in small group, and we would have needed to make the drops of blood as a singular group.

After our exploration of the circulatory system, we continued learning about muscles, our respiratory system and discussed germs and exercise. Since our class showed continued interest in learning how their bodies worked, we kept our unit going strong for several weeks!

Katie and Laura continued to explore the human body for a few more weeks. Stay tuned for the Human Body Round Up for more ideas from their unit!

Bring Your Own Baby


My “babies” and I. 

I remember those days so clearly – having a new baby at home was an extremely special time. It was also a very scary time. For myself and many others, caring for an infant can be overwhelming. I can recall second guessing myself – debating whether my daughter had nursed enough, why she was crying, or if I was getting her on a schedule soon enough. In addition to my parenting doubts, I often felt lonely and can remember seeking out other caretakers who also had infants. It is with these memories in mind, that our outreach team began thinking about a caretaker-centered program. Bring Your Own Baby, or BYOB, is our newest program that launched today, designed for caretakers and their infants, BYOB will begin with some coffee and chance to chat with each other. To help get things started we’ll have some questions to break the ice and build common ground.

corner-tabFollowing our coffee and conversation, the group will head out to a nearby museum where we will explore a topic through an adult lens. These museum visits won’t be tours in the traditional sense. They will be opportunities to look, learn, and exchange ideas. So what does SEEC know about adult programming?  We actually work a lot with adults through our professional development programs.  Not only are we comfortable working with adults, but we find that many of the methods we use with young children work equally as well with this audience. SEEC believes strongly that learning is a lifelong endeavor and we love the idea a of educating caregivers, while at the same time exposing their infants to a new and rich environment.

We’ve chosen five different themes.

What’s Your Impression?
Monet, Degas, Renoir…some of the most well-known artists, and yet when they first exhibited their work it was met with harsh criticism. Explore the distinct characteristics of Impressionist and Post-Impressionist artwork and why it was controversial in its time.

Inspired by Natureseecstories-com
This session will explore the ways in which inventors mimic the natural world to come up with products that improve our everyday lives.

Like Father, Like Son
Papas and patrons in the Italian Renaissance.

Silence is Golden
The art of ancient writing.

Hinduism and Buddhism
Explore the art and iconography of Hinduism and Buddhism.

Throughout the experience, we will aim to make our families feel as comfortable as possible by moving at their pace and being adaptable. During our museum visit, we will engage our adults while peppering in ideas that will inspire them to to return to the museums with their infants. Eventually we hope to build a community that will connect and grow with us.

Hope to see you soon!

BYOB occurs most second and fourth Tuesdays from 10 – 11:30am – Register here


Brown Bear, Brown Bear Roundup

Our most recent infant Teacher Feature on frogs was part of a larger unit based on the book Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. and Eric Carle. This classic picture book asks different colored animals, such as a brown bear, a yellow duck, and a green frog, what animal they see. Both colors and animals are major themes of the book. The infant class teachers, Logan Crowley, Jill Manasco, and Rosalie Reyes, realized that the children in their class were requesting to read Brown Bear, Brown Bear, What Do You See? more than other books, so they decided to create a unit focusing on the major themes, animals and colors. The web and pictures below show some of the activities, songs, stories, and museums that Logan, Jill, and Rosalie utilized when teaching the unit.


Brown Bear, Brown Bear, What Do You See?


The infant teachers, Jill, Logan, and Rosalie, followed the interests of their class to come up with the unit on Brown Bear, Brown Bear. The infant’s love of Bill Martin Jr. and Eric Carle’s classic children’s book did not wane during the unit. Since infants learn through repetition, this story was read to them over and over again.


The infants would often pick up Brown Bear, Brown Bear, What Do You See? and look at it independently. For young children, books are not merely books, books are objects that are meant to be explored and played with along the lines of toys.

Brown Bear


Infants love discovering how their bodies move. While learning about bears, the class experimented with moving like a bear by doing bear crawls.


To compare different types of bears, the class went to the National Museum of Natural History’s Kenneth E. Behring Family Hall of Mammals. While there, Jill was able to point out the characteristics of bears and allow the children to observe the similarities and differences between the brown bear and the American black bear.

Yellow Duck


To explore the environment that ducks and frogs live in, the infant teachers allowed plenty of time for their class to experiment with water in the sensory table.


Throughout the unit, the infants were provided with many different examples of the animals that they were learning about. The class played with rubber and stuffed ducks and were able to investigate images of ducks in the wild.

Green Frog


As part of an art class, the infants painted on toy frogs and lily pads. They were able to experience their toys in a new way. Using a paintbrush and their hands to paint, they were able to practice their fine motor skills.


The class explored the colors related to the animals. For frogs, Logan, Jill, and Rosalie put out different types of green things. Some of the green objects were soft like the scarf and the infants were able to look through some of the objects like the plastic green containers.

Color Mixing


Logan, Jill, and Rosalie realized that one way to extend the unit on Brown Bear was to add a unit on color mixing. They put out zip lock bags with two colors of paint inside and allowed the children to mix the colors to discover what happens when different colors are mixed together.


So their class could further explore color, Logan, Jill, and Rosalie made sensory bottles. They filled water bottles with colored water and some oil as well as glitter. Lastly, they glued the lids shut and then gave them to their class to shake, hold up to the light, and look through.


What happened to Kindergarten?

This blog was originally posted February 18, 2016 by our former executive director Kim Kiehl. To learn more about SEEC’s kindergarten, please come to our Kindergarten Open House on Thursday, February 9, 2017 from 10:15 to 11:30. Check out our event page for more information.

When I went to Kindergarten it was the place where I learned about being in school. Nobody expected me to be reading by the time the year was over. I had music and art and recess. It was a gentle transition into school and one that made me love learning and be excited to go to school, a feeling that is still with me to this very day.

Sadly, the same is not true for many children today. For them, Kindergarten is a place of high stress and pressure. Stories and questions have been replaced with worksheets and testing. Rugs and shared round tables have been replaced by individual desks. But none of this is true in our Kindergarten at SEEC. Sure, our morning is spent learning math and reading but not in a high pressure, “you have to learn this by the end of the year” way. Instead, it is done in large circles on a rug with conversation, at shared tables with the children discussing what they are learning, and in ways that introduce concepts connected to things the children care deeply about. In the afternoon they head out on their daily trip to the museums of the Smithsonian to more deeply explore some of their ideas, to ask questions and search for answers, and to learn to look carefully at the world around them.

Let me give you and example of how this works. During the fall months our Kindergarten teachers noticed the children had a strong interest in Star Wars. For months they used that interest to teach everything from reading to appropriate behavior, from marketing strategies to the elements of a fiction story. Some of the activities that happened during these months included the following…

The classroom made connections between the women of Star Wars and the First Ladies of our country, exploring everything from their clothing to their characteristics. They explored the First Ladies exhibit in the National Museum of American History and through careful looking noticed that Michelle Obama’s dress looked very similar to the dress worn by Princess Leia!

IMG_1407They talked about Luke Skywalker and then visited the National Portrait Gallery to look at a painting of William Campbell, a fighter pilot who flew more than 100 missions across three different wars. They talked about the characteristics of a hero and what makes a person brave and what courage looks like.

IMG_5570They learned math and compared their own heights to the height of C3PO, learning to measure and compare.


They learned about the elements found in fiction stories as they explored the Star Wars story.IMG_0529

And, of course, there was a lot of learning about space and the stars!

IMG_0533  IMG_4700

At SEEC we also believe that art and music are vital parts of the curriculum and we have playground time every day. We have a Spanish teacher who comes several times each week and a researcher from the Smithsonian who comes to teach science as well. All of this is done in ways that are engaging and fun—no high pressure, no testing. But there is a lot of conversation, a lot of questions being asked by both the teachers and the children, and a lot of curiosity. Do our children learn to read by the end of the year? Those of them who are ready to read absolutely do, the rest leave us with the skills they need to make that leap in first grade. Do they do well when they leave us for “regular” school? Absolutely. The biggest concern we hear from parents is that when their child gets to their new school they get in trouble for asking so many questions. If that’s the biggest issue that comes up we’ll take it because ultimately the best learning comes from asking questions. So we will keep encouraging questions, helping children learn to look at the world around them carefully and with great curiosity and allowing them to explore their own ideas and search for their own answers to things that interest them.  Because we believe that is what Kindergarten should be– a gentle transition into school that leaves you hungry to learn more.

Top 5 – Valentine’s Day

Cover.jpg(Pictured Sculpture: AMOR by Robert Indiana at the National Gallery of Art Sculpture Garden.)

We’re back with a new Top 5 all about Valentine’s Day!  Of course it’s a fun day filled with  hearts, the color pink, and candy, but there’s lots of learning that can happen as well.  We’ve rounded up some fantastic ideas on how to celebrate Valentine’s Day with young children in ways that incorporate museums, science, art, movement, and more!

1. Touch and Feel Hearts.  These Touch and Feel Hearts from Simple Play Ideas are easy to make and there are so many different materials you can use to make a variety of textured hearts.  Infants through preschool aged children will enjoy exploring the soft, smooth, grainy, bumpy, sticky, and rough textures. We also love how they’ve paired these hearts with a book as well to incorporate literacy.


2. Painting with Frozen Watercolor Hearts. This idea from Teaching 2 and 3 Year Olds looks like a ton of fun!  These frozen heart watercolors are simple to make (you just need watercolors, Popsicle sticks, heart cookie cutters, and a freezer), and combine science and art for a unique painting experience.


3. Explore Valentine’s Day Themes in the Classroom and/or the Museums. Check out our 7 Valentine’s Day Ideas for Your Classroom blog for inspiration in ways to explore Valentine’s Day themes such as baking, the color red, communication, flowers, and hearts in the classroom, and the museums. flowers.jpg

4. Valentine’s Hearts Gross Motor.  How do you make Valentine’s Day fun active?  Try out this gross motor game from And Next Comes L.  She provides lots of variations to this game to keep it exciting for young children time after time.


5. Valentine’s Day Oil and Water Science.  This activity from Little Bins for Little Hands offers great opportunities to make observations, predictions, and explore, not to mention it’s aesthetically pleasing.


For more Valentine’s Day ideas, visit our Pinterest board here.  You’ll find more ideas from SEEC, around the web, and additional objects within the Smithsonian museums that are perfect for visiting in relation to Valentine’s Day.  Happy Valentine’s Day everyone!

Teacher Feature: Infant Class Explores Frogs

This week we are featuring a museum lesson from our infant teachers, Logan Crowley, Jill Manasco, and Rosalie Reyes. The infant class had been particularly interested in reading Brown Bear, Brown Bear, What do You See? by Bill Martin Jr. and Eric Carle. Logan, Jill, and Rosalie noticed the interest and decided to build a unit around their class’s intrinsic interests. They began by looking at the brown bear who saw the red bird who saw the yellow duck who saw the blue horse who saw the green frog. The class focused on each animal and then they moved on to the next. When they arrived at green frog, I joined the class for a lesson at the National Museum of American History. Below is a reflection from Logan, Jill, and Rosalie as well as images from the lesson. cover-image_frogs

 Here are some images from their lesson:


Sometimes getting the class to the museum is one of the most challenging aspects of the trip. The class made frequent stops to check in with the children and make sure that they were physically comfortable as well as mentally stimulated. See the teachers reflections below for more.

seecstories-com-1Since Kermit the Frog was displayed at a height where adults were able to view it easily, the infant teachers picked the children up and held them closer to the Kermit the Frog.


While holding a child up, Rosalie was able to engage the child by pointing and paying close attention to the child’s nonverbal ques. She watched the child’s facial expressions and was aware of where the child’s eyes were looking.


The class was not able to touch the Kermit the Frog on display. Luckily, Jill was able to bring in her childhood version of Kermit. Touching Jill’s childhood Kermit played an important role in the lesson, since touch plays such a crucial role in brain development.


The class had other examples of frogs to compare to Kermit the Frog including puppets, rubber frogs, green scarves, and musical frogs.

seecstories-com-5The infants were able to touch and explore all the tangible examples of frogs that their teachers brought with them.

A reflection from Logan. Jill, and Rosalie:

What were your topics of exploration? Why did you choose them? Where did they come from?

We had noticed that our infants really loved to read the book Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. and Eric Carle, so we decided to do a unit on it, focusing on the different types of animals featured in the book. We had already learned about several animals in the book and during this week we focused on the frog.

Why and how did you choose the visit?

I was scouring the websites of nearby museums for ideas and noticed that the National Museum of American History has a Puppets and Muppets display that included the original Kermit the frog puppet. As it so happened, Jill had a stuffed version of Kermit from her childhood at home and so we decided she would bring in her Kermit and we would head over to see the original Kermit in all his glory.

 What were your learning objectives? (What did you want your children to take away from the lesson?)

With infants, museum visits tend to be a short and focused experience. While older children may be ready to spend more time talking about the history of Kermit or the detailed characteristics of real frogs, infants take in and process information differently. With this in mind, our main objective was to introduce Kermit the frog to our infants and then to help them make connections between Kermit and the frogs that they’d been learning about in the classroom. The more that infants are exposed to, the more points of reference they will have, so they will begin to understand that there are many different types of frogs. This is how a baby begins to make sense of the world around them. It gives them the ability to think flexibly, which is an essential skill for future success in school.

 What was most successful about your lesson? How did the lesson reach your objectives to expand the topic? What was successful in terms of your preparation and logistics?

Since our main goal was to help our infants make a connection between Kermit (a fictional frog) and real-life frogs, we brought along not only a stuffed Kermit, but a variety of examples of frogs. The examples varied from very realistic (photographs of real frogs), semi-realistic (stuffed frogs), to more cartoonish depictions of frogs. We also had a video of Kermit the frog singing “The Rainbow Connection” for the children to watch, noting as they watched that he was sitting in a swamp, an environment where frogs are often found. The children remained largely engaged throughout the lesson and showed a great deal of interest in the various objects and in the Puppets and Muppets display.

Having all three teachers interacting with the children and showing them objects can feel a little chaotic in the moment, but these one-on-one interactions are key to keeping the children engaged and enjoying the experience. We spend a lot of time in the classroom building relationships with the children and establishing trust. These relationships are instrumental for meaningful learning to take place and we find they are key to successful museum experiences for our children. Our relationships with them help us to pick destinations that we know will engage them and also help us to connect with the children as we visit and explore what we see.

 What could you have done differently to better achieve your objectives and expand the topic? What was challenging regarding logistics? What recommendations would you have for another teacher trying out this lesson?

The most challenging logistic in any museum visit with our infants is simply getting out the door. Between making sure that the class has clean diapers, is fed, has had their bottles, and has napped, it can be tricky just finding a time to make it out. But we know how important it is for our children to explore, get some fresh air, and see the museums, so we make it work. The other major challenge is that infants attention is easily diverted so visits are typically short and sweet. I would recommend bringing tangible objects for infants to explore that will hold their attention. Most of all, when doing any sort of lesson with infants, the main thing is to be flexible and to be open to changing your plans if you find something doesn’t work. I constantly remind myself that the most important part is that the children have a positive experience and that as long as I can make that happen, it’s okay if a lesson doesn’t turn out exactly like I envisioned. I think the main takeaway is to have fun with it. If you are enjoying yourself and focusing on making a connection, the children will almost certainly enjoy themselves too.

The class continued to looked at frogs for the rest of the week. They explored many green objects and played in water to gain a better understanding of the habitat of frogs. When the class felt ready to move on from frogs, they continued learning about Brown Bear, Brown Bear, What do you See? by exploring colors and color mixing. Be on the lookout for our Roundup on the unit Brown Bear, Brown Bear, What do you See?