What Are We Made Of?

Carmen Erna Jacobsen’s essay, “What We Are Made Of? Exploring the Forces That Shape Us Through Poetry and Science,” was selected by the Teachers & Writers Magazine editorial board as a finalist for the 2026 Bechtel Prize. The Bechtel Prize is awarded for an essay describing a creative writing teaching experience, project, or activity that demonstrates innovation in creative writing instruction. Learn more about the Bechtel Prize here.

I started my day with an invitation to reflect. “How can materials be combined to change or make new objects?”

I am a third-grade science teacher, and we have been studying the physical properties of matter and observing how they exist within our daily lives. I gave an example with one of their desks and invited them to reflect on how the combinations of plastic, wood, and steel can come together to create something new. Afterward students were encouraged to wander and explore their classroom on their own. They had to record and write their findings in their science notebooks—deconstructing backpacks, cabinets, bookcases, pencils, whatever piqued their curiosity.

When finished, students returned to their desks to ponder and respond to the three questions written on the board: “What did you already know? What did you learn? and What did you wonder?”

To my surprise, one of my students expressed inquisitively, “I wonder what WE are made of.”

We are shaped by the people that surround us, carefully chiseled by the way we are cared for, and carved and affected by the world we live in.

That single question sparked an excitement and engaged me to think beyond the lesson. It made me realize that in a way we are shaped by the people that surround us, carefully chiseled by the way we are cared for, and carved and affected by the world we live in.

This sparked an opportunity to combine two worlds I am passionate about, science and poetry. I wanted my students to feel the same excitement I felt with the question.  

In the spirit of Robert Frost, I knew this was an opportunity to be not just a teacher but an awakener—giving children the chance to bring forth their self-expression into their own poem.

In my years of experience with teaching small children, I’ve learned that to connect sometimes there is no better way than with play. Therefore, I decided to introduce my idea with a puppet that I have used in my creative writing camps every summer for Writers in the Schools. This poetry prompt was introduced not by me but by a brown chimp puppet that I lovingly named “Mimo.” For a moment a puppet took the stage, and I was no longer their teacher. The expressive charm of the puppet’s face was now modeling for the students. A brown plush fur whose mouth is designed to move easily with one’s hand was perfect for ventriloquism routines.

I let Mimo, with his arms’ animated movement, tell them about his life in a poetic form. The puppet invited laughter and connection as he described what he was made of.

I am made of tall trees that stretch and touch the clouds

I am made of the sounds of the flowing rivers

I am made of the smells from the lush green forest floors

I am made of the fallen fruit, mangoes, bananas, and more

I am made of the branches strong enough to let me swing

Students were encouraged to contemplate how we are all carefully molded like matter by the people who surround us, the experiences we have and the places we are from. As well as how the words and personalities of those around us—loved ones, friends and teachers—play a role in sculpting who we are.

As a dual language teacher, I constantly explore ways to make my students proud of their cultural heritage. Just like different materials come together to form one cohesive object, we can also be shaped by the words, traditions, and cultural backgrounds from our loved ones.

Just like different materials come together to form one cohesive object, we can also be shaped by the words, traditions, and cultural backgrounds from our loved ones.

First, students shared out loud the things they love, the words they hear every morning, from their mom telling them, “Good morning, sweetie,” to their teachers’ open-arm welcomes.

Then they went on to share their favorite meals and activities they do with their family.

In a world where so many of them, especially my Latino students, face fear and challenges, the classroom had become a haven for them to express themselves. 

The students were given the opportunity to sit anywhere they wanted to be as comfortable as possible. I dimmed the lights a bit and played calming music. If they wanted to write lying down on the floor, that was fine. If they wanted to sit by the window, that was great. They created their own environment. Some of them set the chairs in such a way that they were reclining and made their backpacks their cushion. Others chose to sit under the table like in a cave. It was awesome to see them sit quietly and see them so involved in their writing. For a moment students unfolded and discovered through their writing a lot about themselves. 

Especially that one student who was always so reluctant. He chose to sit by the window and became engrossed in his writing. He was truly inspired by his own background, by his own history. He had a lot to write, and for a moment his mind found a friendly space to express his deepest thoughts about who he is. 

The poem encouraged students to think about their own family values. Especially when we live in times that do not spare differences. Here they could all be one and find common ground and pride in their uniqueness.

When their poems were completed, each student read their work aloud to Mimo, our puppet storyteller.  By the time they were all done, we were running out of time, and they were all wanting to share their poem with this puppet that sat playfully in front of the classroom, “Will Mimo come tomorrow?” they would all ask.

The classroom was suddenly filled by verses such as:

I am made of baleadas, tamales, and pupusas

I am made of the love of different countries

I am made of the kindness 

That my friends share with me

My first sleepover 

My favorite plushie, a bunny and a monkey

Others would share:

I am made from the beautiful prayers

My mom says to me every night

I am made of the warm pupusas

My mom makes for dinner

My reluctant writer was in deep thought. His whole being, pencil, and paper became one. It was a backdrop of a future writer in my classroom. He wrote:

I am made of a name that means to be brave

I am made of the bravery of my great grandpa

who fought WW2

I am from God’s love

I am made of the stars and the moon

I am made of the love my family, friends, and teachers give

The project unfolded over the course of a week, moving from inspiration to writing, editing, and revising. Once their final drafts were completed, we took the next step: transforming their poems into digital art using Code.org.

Thanks to a program called Poem Art, students were able to use the basics of coding to bring their poems to life. It was a nine-step process, where the student practiced adding imagery, colors, sounds, and even animations to their words. 

A new experience for many, students were able to interact with this program while expressing their creativity. They found ways to play and incorporate their own individual moods and emotions. 

When they were done, we were able to celebrate by showing their work on the classroom projector. 

One student wrote:

I am made from the beautiful landscapes 

I am from the beautiful wings a monarch butterfly has

I am made of love, kindness, trustworthiness,

Responsibility, and friendship

The student created a beautiful, colourful backdrop with different shapes of trees varying in different shades of green. She had picked a sunset countryside to pair with the tone of her poem.

She also added music with harp sounds that looped, timing it with verses that slowly appeared, creating an illusion of continuous movement.

The pride students felt in their finished work was priceless. Many wanted to share their digital poems with their parents. Many wanted to go back to make changes because they had new ideas that they wanted to add or change.

I took and displayed snapshots of their creations in the hallway for them to read and admire. I will never forget that one moment when one parent paused to read her child’s poem. Quiet tears filled her eyes.

Art and science as subjects are bridged by the inherent wonder and creativity that fuel them.

It was this one inquisitive student who provided me with the spark that invited the possibility to create something of meaning, something of value, something to be proud of. “What are we made of?” she asked. 

Art and science as subjects are bridged by the inherent wonder and creativity that fuel them. To be is to feel who we are at our core. Every individual possesses this creativity if they should be open to it. 

In the book written by Sir Ken Robinson, Out of Our Minds: The Power of Being Creative, he shared that, “The relationships of thinking and feeling are at the heart of the creative process in all fields, including the arts and the sciences.” 

In this serendipitous moment—to teach is to awaken—and here I witnessed my students view themselves in a way they had not done before.

Featured photo by Anna Shvets.