In spite of few if any requirements in K-12 curriculum for energy to be covered, science coordinators and teachers realize that this is a very important topic and are constantly looking for good material to augment their required programs.

In 1996 Carol Rylander, then the chair of the Railroad Commission of Texas, helped establish September as Texas Energy Awareness Month. The T.E.A.M. effort was initiated because of a feeling of how inadequate energy education was in the schools of an energy state like Texas. To bring energy awareness to the schools of Texas, a letter was sent to each school district mentioning several programs that could be helpful in the area of energy education.

Although no more than a start-up concept, the ELP was included in this letter. Within two weeks, the ELP had calls from 21 schools based on the ELP’s premise of bringing energy, the economy and the environment, the 3Es, into the same package. The ELP could not deliver a product at that time (and still has not achieved the financial viability necessary to create such products). Nevertheless, this was further evidence that the demand is there.

Teachers are delighted to have industry representatives offer any program in the classroom (after all, it’s one less lesson plan, especially if it is a good program). However, after the program is over, to paraphrase the words of Paul Harvey, they ask, "Where’s the rest of the story?" Teachers tell us that they are concerned with getting a complete picture including good science, alternatives, cost-benefit analysis, etc. In other words, they demand balance. (See Figures 1 and 2.)

Figure 1- A balanced curriculum of energy, economy, and enviornment coming together in the three Es.

Figure 2- An unbalanced curriculum devoid of areas where all three subjects meet.