Introduction
In today’s diverse and inclusive classrooms, traditional approaches to literacy and science instruction often fall short in meeting the needs of all learners. Graphic narratives offer a dynamic alternative that combines visual storytelling with academic rigor, making complex concepts more approachable for students of all abilities (1). Graphic narratives (also referred to as graphic novels and comics) use a series of images embedded with text which engages multiple learning styles by making books both accessible and engaging.
Over the last decade, graphic novels have become one of the most requested genres in elementary and middle school libraries. Beyond being characterized as an “easy read,” these books have proven to be important and engaging educational tools that combine visual literacy, narrative structure, and complex content in ways that reach a wide range of learners (2). The combination of images and purposeful text supports comprehension by breaking down complex concepts and language into something more manageable and accessible for students. This can help reach readers who are more hesitant to pick up a “more challenging” book that is text heavy, while also encouraging students who have moved beyond a “picture book” to access content in meaningful ways. From El Deafo to New Kid to Guts, and even nonfiction texts like the Max Axiom series, graphic novels are reshaping the way students engage with both fiction and informational texts. Many books are now also released in graphic novel format to appeal to this range of learners, which has also expanded the accessibility of learning across subjects.
This unit on teaching through the use of graphic narratives is designed to bridge science and literacy, promoting critical thinking, creative expression, and accessibility for students of all learning abilities. Students will complete a research project on animal adaptations and present their findings in the form of an original comic. Through guided instruction, peer collaboration, and class discussion, they will be introduced to the foundational elements of comics to support both reading comprehension and visual literacy (3). This process will have students build research skills while also encouraging students to make real-world connections and foster inclusive participation, particularly for students with disabilities in general education settings (4).
As part of the unit, students will read A Journey Into Adaptations with Max Axiom by Agnieszka Biskup, a graphic novel that presents adaptation concepts through short, visually supported sections. Students will analyze how meaning is conveyed through both text and imagery, identify structural elements of graphic narratives, and reflect on how those elements influence their understanding of science content. Having students participate in this type of close reading will be the stepping stone introduction for a comic they will be creating. Students will model their own comics after the Max Axiom format, positioning themselves as “super scientists” to share their research in a narrative, visual format that mirrors the structure and tone of the mentor text. Students will be absorbing the content while also finding their own creativity to communicate what they learned through their own storytelling.
Max Axiom was chosen for this unit plan for its accessibility, science-forward content, and familiar narrative structure. The main character, Max Axiom, uses scientific inquiry to explain adaptation. The book is divided into short, easy-to-read sections, each focused on a different type of adaptation—structural, behavioral, or physiological—making it an ideal scaffold for student research projects. Although the text reads simply, it gets straight to the point in a way that is meaningful and easy to understand, supporting comprehension for students with disabilities and English language learners. The text format offers multiple entry points for discussion, vocabulary instruction, and visual analysis, all of which help students connect prior knowledge to new scientific ideas.
The unit concludes with a research-based comic creation project in which students select a local animal species and apply their learning to design a scientifically accurate and visually engaging narrative. This method supports visual learners and presents science content in a narrative format that is accessible, rigorous, and engaging for all students (5). In addition to academic growth, the unit nurtures students' social-emotional learning by promoting collaboration, creativity, and confidence in their own voices.
Designed for 3rd–5th grade inclusion classrooms in Chicago Public Schools, the unit is easily adaptable across grade levels and subject areas. The integration of graphic novels as both a learning and expression tool can be applied in other content areas beyond science as a means to teach more complex ideas in a way that is accessible to a wider range of students. The creation of student comics builds deep connections to text, allows for individualized demonstration of comprehension, and encourages peer collaboration. This aligns with the Witting method, which emphasizes starting from students’ own language and ideas as a foundation for meaningful learning (6). The unit also supports Common Core ELA and NGSS science standards by incorporating research, explanatory writing, and scientific communication in a multimodal format, which is especially important for students with disabilities and English language learners who often need the visual support.
This unit was created with both student engagement and instructional feasibility in mind. My goal was to design a unit that is not only grounded in research-based strategies, but also flexible, inclusive, and replicable in other subjects. What follows is the rationale for this work, grounded in personal experience, instructional need, and the urgent call for equity in inclusive classrooms.
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