“Way of the Manatee”“Way of the Manatee” Treasure …Learning Tree, and marketing messages such as the infamous “crying Indian” who touched so many of our lives. Sidney

“Way of the Manatee”“Way of the Manatee”“Way of the Manatee”“Way of the Manatee”“Way of the Manatee”

Treasure Box ProgramTreasure Box ProgramTreasure Box ProgramTreasure Box ProgramTreasure Box Program

Report 2000-2004Report 2000-2004Report 2000-2004Report 2000-2004Report 2000-2004

Florida Fish and Wildlife Conservation CommissionDivision of Habitat and Species Conservation

Imperiled Species Management SectionManatee Program - Education and Information

“Way of the Manatee” Treasure Box Program

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Third Year Outreach Opportunities

Future PlansExpansion of ProgramTraining, Workshops and Conferences

Conclusion

References

Acknowledgments

Attachments:List of Resource ContactsProgram Inventory SheetsList of Schools and GradesReference Books Used in ProgramSunshine State Standards

Table of Contents

Introduction

What is Environmental Education?

Development of ProgramCurriculumDevelopmentProgram Implementation

FloridaFish andWildlifeConservationCommissionDivision ofHabitat andSpeciesConservation

ImperiledSpeciesManagement620 South Meridian Street, 6-A

Tallahassee, Florida 32399-1600

(850) 922-4330

MyFWC.com

First Year Results, Evaluations and Improvements 2001-2002

Second Year Results, Evaluations and Improvements 2002-2003

Third Year Results, Evaluations and Improvements 2003-2004

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Cover graphic by:Dailyaidis Noa, Grade 7

Report layout by: Bonnie J. Abellera

�Way of the Manatee� Treasure Box Programdeveloped by FWC Staff:

Jamie Hayes - Outreach CoordinatorBonnie J. Abellera - Program Coordinator


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The creation of the “Way of the Manatee” TreasureBox program was in response to the disproportionateassignment of manatee education awarenessopportunities in the Florida Panhandle. Specifically, onlythose schools with students whose parents worked in themanatee program knew that there were educators orbiologists available to teach students about manatees. Itdid not seem fair to the other schools or to the studentswho would never learn about this endangered species, itshabitat or the impacts to its environment fromknowledgeable staff. Staff decided that if this outreachprogram proved successful in the North Florida area thenevery effort would be made to expand the program toother areas around the state with similar inadequacies inmanatee awareness opportunities.

As Florida expanded its Florida ComprehensiveAssessment Tests (FCAT) and mandated the use ofSunshine State Standards (SSS) for students, thedevelopment of the treasure boxes materialized. Herewas a way to introduce students to manatees and toincorporate various environmental standards teachersneeded to teach and students needed to practice for theirFCAT writing and math exercises.

Prior to the development of this program, contactwith schools was limited to a few attempts during theyear to “throw something together” for a brief encounterin the classroom. Too much emphasis was put on slideshow or power point presentations, which usually tookseveral hours for staff to create. As a result, studentswere not usually prepared to listen to a “talking head.”Depending on the presenter’s interest or time, theinteraction was mostly question and answer with very littleparticipation on the part of the students. While this formatmay have met a SSS strand requirement, it did little toexcite the students about learning more about manatees.

The development of the treasure boxes changed allof that. Students and teachers enjoyed the use of theboxes and were able to embrace the manatee whilelearning about its uniqueness and the impacts to itsenvironment. Program staff was treated to classroomsfull of student-created manatee facts, stories, artwork,skits, dances and songs. The presentation evolved to atrue question and answer session with full participationand statements by the students, which reinforced whatthey had learned from the use of the boxes.

Introduction


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The program took two years to develop and hasbeen in use for the past three years at schools in LeonCounty and surrounding counties. This report introducesthe reader to the development, evaluation andimprovement of the “Way of the Manatee” TreasureBox program. Comments from teachers are included inthe annual review sections as testimonials to the successof this manatee awareness/education resource.

What is Environmental Education?

For years, various groups have heralded thepromotion of environmental education in the classroomas a way to help students understand and embrace theneeds of the environment. It is believed thatenvironmental programs taught during the developmentalyears of a child’s life provides the background neededfor future beliefs and practices. Early interest in theprotection and sustainability of natural resources and theexistence of space and place and how things are madeup is what education is all about. Presenting coresubjects -- Math, Science, English -- in a way thatexcites the learning abilities of children further enhancestheir grasp of the material being taught.

“While science -- biology, geology, physics, etc. -- isincredibly valuable to our culture and civilization, whatis more important is an understanding of how to usethem. Therein lies the value of environmental education,a slow, sea-change phenomenon of shifting values andperceptions. As Jack Hilt writes in Harper’s (July 2003)about an ecological mindset, ‘new paradigms do nottake over in a generation, or even half a dozen of them...[but] any shift will begin with kids in school, andalready has.’ Environmental education is the long terminvestment; it is the systemic fix; it is the changingconscience of our culture.” (Everitt, 2003)

During the 1970s, environmental education started toappear through the introduction of environmental centers,ecology clubs, litter clean up campaigns, ProjectLearning Tree, and marketing messages such as theinfamous “crying Indian” who touched so many of ourlives. Sidney Marland, then the U.S. Commission ofEducation, “suggested that environmental educationcould become the key to true interdisciplinary education,because it started with humanity and moved into everyarea of life.” “In short, environmental education is about

Environmental Education &Training Partnership - EETAP

On-line resources for advancing educa-tion through environmental literacy

www.eetap.orgwww.plt.orgwww.projectwet.orgwww.worldwildlife.orgwww.naaee.orgeelink.netwww.epa.gov/enviroed/resources.html

Visit us at www.MyFWC.com


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everywhere and everything. As such, its concerns arerelevant to and must become an integral part of everyacademic subject taught from kindergarten throughgraduate school.” (Quoted in Roberts, 2003)

The most important thing about environmentaleducation is its ability to give students a sense of place.They learn that what they do affects their environmenteither in a positive or negative way. Fieldwork allowsfor exploration and sensitivity and hands-on learning inthe classroom involves students so that they are not justsitting and listening.

The “Way of the Manatee” Treasure Box programprovides teachers with the tools to encourage students tolearn in a variety of ways. Hands-on materials providestudents with opportunities to learn about theirenvironment in an enjoyable format and in a way thatthey learn best. As a result, both teachers and studentsbenefit from this resource.

Development of Program

During the winter of 2000, the Florida Fish andWildlife Conservation Commission’s Bureau ofProtected Species Management started the developmentof a manatee outreach/education program for schoolsand communities in the Big Bend area of Florida. Theimpetus of this idea came from the need for moremanatee awareness and environmental educationopportunities in this area of the state. Previousinstruction about manatees was limited to only a fewlocal schools for very brief times, with nothing availableon a regular basis. The outreach effort was designed toprovide information and materials to any and alleducational facilities, which included both public andprivate entities.

To start off, staff gathered a variety of existingenvironmental materials from various state agencies andenvironmental groups and then met with the LeonCounty School District office to obtain approval for someof the materials selected for the boxes (videos, tapes,etc.) In addition, staff reviewed the Sunshine StateStandards (SSS) and selected the strands that theprogram would cover. Information and materials werepurchased from a variety or sources (see attachments)and a library and inventory lists were established. Afterthe target ages for the program were determined, staff


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created or updated lesson plans and activities that metthe requirements of the SSS for the Pre-K to 5th gradeaudiences. Seven treasure boxes were created to covereach grade level, which included age/grade appropriatematerials. The program was named, “Way of theManatee.” Staff then set out to market the program toarea schools and centers through a variety of channels.The trial and error attempts and the persistence of stafffor promoting and improving this program has helped itsevolution into a successful classroom experience for bothstudents and teachers in the Big Bend area.

Curriculum Development

The basic lesson plans for the program were arevised version of a program designed by FWC staff aswell as a set of lesson plans from the HillsboroughCounty School District, which were updated with currentinformation. The plans were previously used at a LeonCounty Teacher Workshop.

Staff sorted the lesson plans into a week of activitiesto teach about the Florida Manatee. The plans arespecific to each elementary grade level and fall under thelearning standards of the state of Florida. Plans cover thesubjects of math, science, social studies, art, music,drama, reading, writing and physical activity. One of themost beneficial things about the treasure box is that itgives the teacher the flexibility to introduce lessons totheir students at appropriate times for the subject theyare teaching. Following a common theme throughout thelessons reinforces the students’ grasp of concepts.

Numerous books about manatees, includingreference books, were reviewed, purchased, andincluded in the appropriate grade level box. Staff chosebooks that upheld the overall views of the Fish andWildlife Conservation Commission’s mission to protectthe endangered manatee. In addition, books about thehyrax, elephant, marine mammals and mermaids wereobtained to help students understand the relationship andreferences mentioned in most manatee educationalmaterials.

Other items included in the boxes: coloring andactivity books, puppets, art projects, puzzles, plasticmanatees, litter, life jackets, videos, hats, sunglasses,costumes, music, full-sized manatee and calf clothcutouts, posters, CDs, tapes, maps, etc. ... somethingtangible and fun related to manatees that would help

Students watching wildlife


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each kind of classroom learner (see inventory sheetattachment).

To help close out and assess the program, theTreasure Box Outreach Coordinator developed a follow-up classroom presentation for the students. Staff sharedmanatee bones and a skull with the students and anactive question and answer session showed teachers andstaff what the students learned from the program.

Program Implementation

During the summer and fall of 2001, staff attendedworkshops, festivals, and science and media teachermeetings in the community to advertise the treasure boxprogram. Staff mailed out information about the programto all public and private schools in Leon and surroundingcounties. Because the program is obtainable for freeand delivered to the school or facility, the response wasgood. Teachers who signed up for the program gave us atentative date most convenient for them to use theprogram. The Manatee Treasure Box program was onits way into the classroom.

1. “The Program is fine -- it just needs to be sent toschools when teachers request it (instead of being toldwhen it would arrive) Fourth Grade teachers couldn’tuse it due to test preparation. No time.” Scienceteacher, Chaires Elementary, Leon County, Florida.

FWC Staff remedied this during the next schoolyear with phone and e-mail communication. Theother realization was that for certain grades wecould expect a decrease in use during certaintimes of the year due to the FCAT.

2. “All of the activities that we used were great.We could not get to all of them. Perhaps the loan timecould be lengthened-or you could make more than onekit out of the one we used.” Third Grade teacher,Rudiger Elementary, Leon County, Florida

FWC Staff used this valid recommendation byencouraging the teachers to co-teach individualunits in the box. The time for using the box wasalso extended to encourage use of all thematerials in the box

3. “This program kit is excellent. I would like toschedule it in May so it would fit in my long-rangeplans.” Teacher, Chaires Elementary, Leon County,Florida.

The first year of the Manatee Treasure BoxProgram began in October of 2001 and ended May of2002. The program was used in three counties -- Leon,Franklin and Wakulla. Twenty-one individual elementaryclassrooms and approximately one thousand studentsparticipated in the initial trial period.

Teachers assisted the program development by fillingout evaluations at the end of their loan session. Staff usedthe evaluation forms to assess what needed to be changed.To the left are a few examples of the evaluations and howwe improved the program for the upcoming school year.

FWC Staff attended meetings throughout theschool year so we could solicit new participantsfor the program instead of just attending meetingsin the beginning of the year. This enabled theteachers we didn’t meet earlier in the year theoption of requesting the program.

4. “The entire program was wonderful! Mystudents learned so much-not just about manatees.They strengthened their math skills by applyingpreviously learned concepts to some of the activities inthe kit. They also enjoyed learning about boat and watersafety. This was a well planned program that mystudents and I enjoyed learning from.” Fourth and Fifthgrade ESE Teacher, Rudiger Elementary, Leon County,Florida.

At the end of the first year staff culled some of theresource and information materials to lighten upthe physical weight of the box. We also purchaseda handcart to carry the box in a safer and easiermanner to and from the classroom.

First Year Results, Evaluations andImprovements 2001-2002

Evaluations 2001-2002

(See attachments for a list of participating schools.)


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Second Year Results, Evaluations andImprovements 2002-2003

In this school year, the “Way of the Manatee”Treasure Box Program inspired a variety of studentdirected activities at Leonard Wesson and RobertsElementary Schools in Leon County.

At Leonard Wesson Elementary, the second, thirdand fourth grade science students created a manateeplay, choreographed a musical number from musicprovided in the treasure box and performed these piecesfor all the other science students. Some of the sciencestudents used the manatee as the subject for theirscience fair project. FWC staff returned for theperformance and helped judge the science fair. It wasvery rewarding to experience first hand how the treasurebox helped students learn in a variety of ways.

At Roberts Elementary, a fifth grade class teamedup with a kindergarten class and they both learned aboutmanatees together. Staff was invited to see the “Buddy”concept in action. The students used many of the subjectmatter included in the Treasure box as the base forplays, songs, poems and power point presentations.

Two home school groups, one migrant school, twoprivate and fourteen public schools utilized the treasurebox program in Gadsden, Wakulla, Franklin and Leoncounties. During the school year, staff estimates that1,200 students learned from the program.

Staff continued to share information about thetreasure box program at education outreach opportunitiesin the community, which included staff participation as aguest speaker for the media specialists and scienceteachers of Leon County.


1. “Students loved working with their sciencebuddies to learn about manatees. The physical,hands-on materials made their learning so muchmore real and allowed them to be more activelyinvolved.” Items used in the classroom: “Props --life jackets, hats, sunglasses. Seaweed wands,manatee masks, puppet stage, canoe, flannel board,fabric cutouts, squeaky manatees, etc. Books,videos, music tapes, charts, posters, etc.” --Kindergarten and fifth grades, Roberts Elementary,Leon County, Florida.

The teachers’ interpretation and presentationis crucial in the use of the program. Staffspends valuable time introducing materials toteacher(s) before the treasure box is loaned tothe classroom/grade level.Special accommodations are given to teachersin the form of props not available in each box,such as the puppet theater and cutout canoe.

2. “Great variety of items -- The materialsprovided both whole group and small groupopportunities. The program helped me to covercontent in science, reading, creative writing andmath. I would love to use this treasure box again.”Second Grade, Springwood Elementary, LeonCounty, Florida

A trend in repeat use of the program has beenestablished and representation of all gradelevels has been documented.

Note: The inclusion of private schools,bilingual classrooms and home-school groups useof the Manatee Treasure Box program is indicativeof the need for more outreach in those areas (seeattachments for list of participating schools).

Wessonstudents


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Third Year Results, Evaluationsand Improvements 2003-2004

This year brought new opportunities for theeducation outreach staff to teach about the West IndianManatee. An intranet company specializing ineducational field trips on line for classrooms worked withstaff to develop an e-field trip about manatees. Thisengaging self guided tour into the life of the manateemeant that elementary, middle and high school studentsnationally and internationally could learn about themanatee. The field trip reached students with much ofthe same information as the brochures, educationalmaterials and the treasure box. Certainly, the reach wasmore efficient in connecting with students as over 25,000public, private and home-schooled students in forty-fivestates visited the e-field trip web site. During the initialmonth the e-field trip was on-line, staff participated in alive chat with students about manatees and answered anadditional 250+ questions in an “Ask the Experts” forum.Schools who utilized the “Way of the Manatee”Treasure Box Program took advantage of this newresource in their classrooms.

Two counties, Wakulla and Leon, used the “Way ofthe Manatee” Treasure Box program during its thirdyear of evaluation. The program served over 1,500students from seventeen separate public and privateclassrooms and was used in pre-K thru fifth grades,including an ESOL (English to Speakers of OtherLanguages) class of combined grade levels.

Based on the success of the program over the pastfew years, the 2003-2004 school year provided FWCstaff with a variety of events to promote the “Way of theManatee” Treasure Box Program. As a result, morepeople are now being educated about Florida’smanatees. (Highlights from the year are presented onthe next page.)


1. “I thought the program was wonderful. Thelesson plans were very helpful and the teacher’sguide was very useful. The activities were plentifuland were very enjoyable for the children. The childrenlearned a lot and enjoyed learning about manatee.”Third grade teacher, FSUS Charter School, LeonCounty, Florida

Staff was treated to a classroom full of studentswho wore self-made manatee awareness t-shirts,a show of manatee artwork posted around theroom and a display table full of manatee storieswritten by the students. The student question/answer session was very interactive.

2. “The program was an asset to our study of thesea. Everything we need was in one place. The lessonplan format was helpful and easy to follow. The boxwas a real treasure to use and we look forward tousing it again.” First Grade Teacher, GilchristElementary School, Leon County, Florida

3. “This was and excellent hands-on kit. It wasour introduction to our core-knowledge study of theocean with a very real local touch. Thank-you forsharing this with us. I look forward to doing this againnext year!” Second Grade Betton Hills PreparatorySchool, Leon County, Florida

4. “The treasure boxes are an excellent resourcefor teaching students about manatees. I appreciatehow varied and appropriate all the materials are. I cantell you’ve spent a lot of time on the boxes. Theunderstanding and love for manatees that mystudents develop while using your boxes definitelyshows. It was time well spent! Thank you for sharingyour materials with us.” Kindergarten, RobertsElementary, Leon County, Florida

Robertsstudents


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�� Staff set up a Treasure Boxprogram display for teachersparticipating at an accredited teacher’ssummer program.

�� Participated in the NationalCoastal Clean-up Day with a displayabout the Manatee Treasure BoxProgram as well as a hands-on activityfor children.

�� Attended a welcome backteachers day at a local museum, whereteachers received free information andresources for their classroom.

�� Provided information about theManatee Treasure Box Program forscience teachers at a county scienceteachers’ meeting.

�� Staff taught a unit from the FWCProject Wild Activity guide toeducation majors from a localuniversity and set up a display aboutthe Manatee Treasure Box Program.(Two of the college students from theworkshop borrowed the treasure boxto teach eighty summer campparticipants about manatees later in thesummer.)

�� Staff met throughout the year withother outreach educators from thearea to share information about theManatee Treasure Box. A display wasset up to hand out information.

�� Contents from the ManateeTreasure Box were used to teach cubscouts and their parents aboutmanatees. (At this meetingapproximately one hundred were inattendance.)

Third Year Outreach Opportunities2003-2004

�� A local preschool demonstrated theirteaching abilities to the National AccreditationCommittee using the Manatee Treasure Boxprogram. The hands on approach and variety ofmaterials included in the box provided thenecessary tools for the teacher to becompetitive for the consideration ofaccreditation.

�� A college education student interning at alocal elementary school received college creditswhile using the Manatee Treasure Box programto demonstrate teaching abilities.

�� A teacher in the ESOL (English to Speakersof Other Languages) program at a localelementary school used numerous items fromthe Manatee Treasure Box Program to secure agrant for a unit of study on manatees. In thisbody of students nine different languages wererepresented. After the unit was studied, thestudents participated at a local festival with abooth displaying their art projects and writtenreports about the manatee.

�� Contents from the Manatee Treasure Boxwere used for a preschool program at a localmuseum. Staff of the museum taught themanatee program for an hour each Saturday.The parents and preschoolers did hands-onactivities to learn about manatees.

�� Staff taught spring break and summer campelementary level students about manatees usingthe Manatee Treasure Box program. Thecontents of the box enable educators to interpretthe program as necessary according to thestudents learning level.

�� Staff responded to inquiries from educatorsin other areas of the state who wanted to createtheir own Manatee Treasure Box program. Alist of supplies and resources was created forthese kind of requests.


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Future Plans

The treasure box program will continue tobe available in the north Florida area throughoutthe 2004-2005 school year. Some adjustmentswill be made with the contents of the box andthe updating of information materials.

Staff is considering other possible outletsthroughout the state of Florida where thetreasure box can also be utilized. Locations,such as FWC law enforcement offices,environmental education centers and Regionalor field offices are being reviewed.

The possibility of printing the educationinformation in other languages beginning withSpanish, could broaden the treasure boxaudience and mission.

Most importantly, staff continues to pursueattendance at local and state educationalmeetings to inform others about the TreasureBox Program. Good representation and supportare essential to the success of the treasureboxes’ use.

Expansion of Program

The success of this program will enhanceother FWC endangered species programs asnew boxes are developed and used around thestate. Other FWC species boxes are underconsideration for alligators and panthers.Development is now underway for rightwhales, sea turtles and habitat treasure boxes.The Florida black bear and shorebirds havesimilar boxes that are available to teachers whoattend workshops (more information aboutthese resources are available through theProject Wild workshops held around the state).

FWC staff talking aboutboating safety to apreschool class

Home school studentsshowing the manatees theymade during the program


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Training, Workshops and Conferences

Now that staff has had the opportunity to work withthis program for a few years, it is time to train others atworkshops around the state. During the 2004-2005school year staff plans to target more trainingopportunities through groups such as the League ofEnvironmental Educators, the Florida Science TeachersAssociation, FWC educators and law enforcementleaders, and local forums. Contact with school districtstaff and environmental education centers will increasethe reach of this resource.

Conclusion

What staff discovered from this program is thatthere is a need in local schools for free educationalprograms from government resources. Professionalexpertise along with hands-on opportunities allowsstudents the opportunity to learn in a fun, interactiveenvironment. It’s that simple.

“Environmental education is far more than providinginformation to create awareness. It is an approach tolearning that provides us with opportunities and meansto improve our lives by making appropriate choices. Itinspires responsible action and cultivates positive, long-term behavior change.” (Blanchard, 1991)

Ultimately, what staff hopes to accomplish from thisprogram is to give students a sense of place.

“Without a sense of place, we can not only loseourselves; we can destroy the place. Other animals asidefrom human beings have a sense of place. They knowhow to live where they live. They adapt to the place.”(Roberts, 2003)

When students understand their role in theenvironment and what they can do to enhance it, then wewill have reached our ultimate goal of long-termstewardship -- individuals who can make responsibleenvironmental decisions and actions throughout theirlives. Dr. Kathleen A. Blanchard said it best when shewrote this about the role of government and education,

Call of the Wild Teachers� Workshop

FWC Staff showing skull tohomeschool students


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“Government agencies need to realize thatenvironmental education is a cost-effective complementto law enforcement for changing people’s behavior.Signs and fines must be balanced with hearts and mindsfor the behavior change to endure.” (Blanchard, 1991)

The “Way of the Manatee” Treasure Box Programand similar environmental programs help broaden thehearts and minds of Florida’s students about their placein the environment. As a government agencyresponsible for the well-being of fish and wildliferesources in the state of Florida, it is imperative thatenvironmental education opportunities be provided tostudents in Florida’s classrooms.

FWC staff is committed to assisting those individualsinterested and willing to create a “Way of the Manatee”Treasure Box Program in their area of the state.Educational materials are available to send out free ofcharge and support to implement the program isavailable.

References

Blanchard Ph.D., Kathleen A. ConservationDigest. Vol. 3, No. 4. (1991).

Everitt, David. “What is the Point of EnvironmentalEducation?” The Web: The Environmental EducationIssue. (Fall 2003). Newsletter of the Utah Society forEnvironmental Education. (accessed 8 Aug, 2004).<http://www.usee.org/services/webarchive/web%20issue%2003-03fall.pdf>.

Roberts, Chris. “The Role of EnvironmentalEducation in Schools.” The Web, The EnvironmentalEducation Issue. Vol. 13, No. 3. (Fall 2003). Newsletterof the Utah Society for Environmental Education.(accessed 8 Aug, 2004). <http://www.usee.org/services/webarchive/web%20issue%2003-03fall.pdf>.

Wesson students - puppet showperformers


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Acknowledgements

When the idea for this project first started to form, I

met a dynamic individual who showed up in my office one

day. Jamie Hayes, with two nephews in tow, approached

me for the use of a manatee skull and bones to do a manatee

education program at a local library. Her enthusiasm for

teaching about manatees stuck in my mind. It wasn’t too

long after this meeting that I approached her to see if she

would be interested in helping me develop the program.

With some trepidation and excitement, she signed on and

committed herself to developing and contributing to the

creation of the education treasure boxes.

Now, five years later, she has greatly improved the

program, mastered the classroom presentation and

continues to be the driving force for promoting

environmental awareness and manatee education in the

panhandle counties. Needless to say, this program would

not be what it is today without her love for manatees, her

love for children and her endless energy. The support she

provides educators and the contribution she gives to the field

of environmental education benefits the students and the

state of Florida.

My sincere thanks goes to Jamie for her creative

ideas, enthusiasm, experiences, and expertise she used

during the creation and implementation of the “Way of the

Manatee” Treasure Box Program. Thank you, Jamie.

You have done an awesome job for Florida’s manatees.

Bonnie J.Abellera

Additional thanks goes to Adrienne Ruhl

for her editing assistance with this report.

FWC Outreach Coordinator - JamieHayes applauding students


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Attachments:

List of Resource ContactsProgram Inventory SheetsList of Schools and GradesReference Books Used in Program

FWC biologist helping students put thebones of a manatee together


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List of Resource Contacts

FWC staff at the Citrus CountyManatee Festival


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Program Inventory Sheets

Pre-K to 5th Grades


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List of Schools and Grade Levels

FranklinGadsdenLeonWakulla


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Reference Books Used in Program

Rich Bray - Author of �Anna LeetheManatee�


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Sunshine State Standards

Documents

“Way of the Manatee”“Way of the Manatee” Treasure …Learning Tree, and marketing messages such as the infamous “crying Indian” who touched so many of our lives. Sidney