Teaching Strategies
Instruction will follow a gradual release of responsibility model, beginning with teacher-guided exploration of the graphic novel, incorporating formative assessments to check for understanding, and eventually transitioning into student-driven projects where learners research and present their own adaptation comics. Originally introduced by Pearson and Gallagher (12), the gradual release model is designed to shift responsibility from teacher to student over time. It is grounded in social constructivist theories, particularly those of Vygotsky, which emphasize that learning occurs through structured interactions with others, especially when scaffolded intentionally. According to Vygotsky’s social development theory, students build knowledge through social interaction and support. Peer collaboration, especially in inclusive settings, creates a zone of proximal development, where students benefit from shared inquiry (13).
To build real-world connections and observational skills, students will research animals native to Illinois. This local focus ensures that learners can relate to the material and recognize these species in their daily lives, fostering more meaningful and memorable learning. Kuwahara (11) found that when students learned about their own environments through place-based science curricula, they developed deeper emotional ties, stronger cultural identity, and a greater understanding of scientific concepts. These outcomes reinforce the importance of grounding science instruction in students’ own communities. Learning becomes more authentic and personal, encouraging students to care for their environment in a way that might not emerge when studying distant or unfamiliar ecosystems.
In addition to fostering environmental connection, this unit is designed to promote classroom community. Students will engage in peer-to-peer feedback, collaborative comic creation, and presentations to their peers and the broader school community(13). Students will engage in self-reflection and peer feedback activities using a rubric that emphasizes the inclusion of scientific research (either in word or picture format), creativity, and clarity of communication. The final comic will serve as a summative assessment aligned to both science and literacy standards, while daily observations, exit slips, and graphic organizers will serve as formative checkpoints for understanding.These experiences build ownership, shared accountability, and a stronger sense of belonging.
To meet the diverse needs in an inclusion classroom, project differentiation is essential. Students will be provided with a standard-sized (8.5 x 11 inch) comic strip template, featuring four panels per side, offering enough space for illustrations and text. Each page must have at least one speech bubble of their choice. Students with advanced artistic abilities may design their comics independently, while others can use the provided structure. For students who need additional support, digital tools such as StoryboardThat or printed images from magazines may be offered if technology is limited. Students who complete their comics early or demonstrate advanced mastery may be invited to create an additional informational page, develop a “behind-the-scenes” author’s commentary, or design a quiz about their animal for classmates to take. These extensions deepen critical thinking and ownership.This flexible structure aligns with the Universal Design for Learning (UDL) framework (4), which emphasizes providing multiple means of engagement, representation, and expression. The visuals, standard templates, and collaborative learning also play a role in supporting our English Learners, allowing them to engage with complex content while building language proficiency in an authentic and natural form.
Figure 1: This is a sample of the standard comic pages students can use. Each page has at least four panels. Students can use the same page over and over, or they may choose to use different types of panels as they work on their project. There are options with speech bubbles as well as options without them so that the students can choose how to apply their creativity.
While maintaining academic rigor is essential, flexibility must be built into the project design. Ideally, each student will complete their own comic independently; however, accommodations may be necessary for some students. For instance, a student may draw while their peer writes, or images may be provided for a student to pair with captions. Others may benefit from sentence stems or word banks to support their writing. These scaffolds reinforce the principle that visuals are equally as important as written text in this project (5).
To support focus and task completion during creative work time, clear routines and expectations will be established, including designated materials zones, checklists for each comic page, and timers to scaffold time management. Each student can be given a “job” to promote accountability and responsibility. Have all comic pages in the correct order and have a designated folder specifically for this project. The folder could be as simple as a large construction paper sheet folded in half that is collected from the student work daily to prevent loss and to stay organized. These strategies foster independence and accountability while keeping the classroom calm and productive. These strategies will also keep students prepared, organized, and consistent in their work, which research has proven will impact their learning positively (19).
Encouraging students to take ownership of their learning through creative expression significantly enhances academic development. When students are given choice and the opportunity to create, they develop a greater sense of agency and pride in their work, as well as increased learning engagement and improved performance during peer led activities. Having regularly structured peer instruction in the classroom has proven that these collaborative opportunities enhance understanding of the content as well as building the necessary team building skills needed as they grow (16)(17). Choice-driven projects, like student-created research comics, have been linked to increased motivation and deeper content retention (14). For students with disabilities in particular, improving reading comprehension supports not only immediate classroom success but also long-term outcomes (4). This supports the use of artwork and multimodal projects as meaningful tools for demonstrating understanding.
Feedback is encouraged to be done daily throughout each step of the process such as during research, drafting, and illustration by using graphic organizers, conferencing, and rubric check-ins. This will not only support skill development but helps students internalize the value of revision and growth before feeling defeated. We do not want students to put in tremendous effort into a large amount of work, only to have to redo a large portion of it. When the corrections are made earlier on, they will be less likely to repeat the same mistake. The writing process for the comic should also be scaffolded like a traditional research paper (12). It should include prewriting, drafting, revising, and final presentation. Breaking the project into daily lessons will help make the task feel more manageable, while also providing opportunities for ongoing feedback from peers and the teacher. Emphasize to students that their comic mirrors A Journey Into Adaptations with Max Axiom, and that they are stepping into the role of the "super scientist" themselves (10). Each student becomes the narrator of their research, and together, the class will produce a collaborative book filled with unique perspectives and scientific stories.
To conclude the unit, students will present their comics to the class. This peer-sharing experience encourages learning through shared inquiry, expanding students' exposure to multiple animals and scientific concepts beyond their individual projects. Even students who did not research a particular species will benefit from the presentations. Peer instruction has been shown to enhance engagement, participation, and comprehension, especially in inclusive settings (15). After presentations are complete, the students can reflect on their learning either in writing or verbal discussion. Encourage students to reflect on their research, their effort, and their role in peer feedback.
This project is also intended to nurture students’ social-emotional growth. Through collaborative peer review, public presentations, and personal expression, students practice empathy, confidence-building, and perseverance. They learn to give and receive constructive feedback, celebrate peer successes, and recognize their own voices as valuable contributors to a learning community. Having these structured activities and opportunities as a means for peer interactions will not only enhance their social skills (to embed SEL into the lessons), but it will also keep them engaged academically by giving each student a form of accountability and responsibility (17).
Instructional overview:
Prior to beginning the novel, the unit will begin with a pre-teaching lesson. First, students will learn what a graphic novel is. They’ll discuss what they think a graphic novel is and how it differs from a comic.
The book is divided into four sections: Adapting to Survive, Adaptation Through the Ages, Physical Adaptations and Behavioral Adaptations. Each section of the lesson includes:
- A pre-teaching vocabulary lesson
- A whole-group reading activity
- A guided discussion with comprehension tasks
- Differentiated worksheets
- A vocabulary and comprehension quiz
Section 1: Adapting to Survive
Students will discuss what habitats look like and list predictions for what animals need to survive. The teacher will guide a class discussion and project student responses.
Vocabulary: adaptation, reproduce, habitat, carnivorous
Students will define words and draw pictures. Then, read pages 4–6 aloud. Students will record examples of adaptations, habitats, and survival traits using visuals for support. Conclude with a quiz.
Section 2: Adaptation Through the Ages
Review vocabulary and content from Section 1. Introduce Section 2 with a prediction prompt.
Vocabulary: specimen, generation, extinct, predator
A short background on Charles Darwin will be included either through a video or brief discussion. Students will read pages 8–13, pausing to discuss key ideas (like Darwin’s finches and moth evolution). End with a quiz.
Section 3: Physical Adaptations
Pre-reading questions: “What do you think physical adaptations mean?” and “Can only animals adapt?”
Vocabulary: climate, bacteria, camouflage, mimic, prey
Discuss how a philodendron adapts in a rainforest versus a home. Read pages 14–21. Emphasize mimicry and visual evidence. Conclude with a quiz.
Section 4: Behavioral Adaptations
Pre-reading questions: “What do you think behavioral adaptations are?” and “What’s the difference between individual and social behaviors?”
Vocabulary: hibernate, migration
Read pages 22–27. Students log and discuss animal behaviors. End with a quiz.
Animal Research Project
After the four sections are completed, students will work in small groups, each assigned to a section of the book. They’ll identify and analyze visual evidence of adaptation, presenting findings to the class. Emphasis will be placed on uncovering insights not found in the text but revealed through illustrations. This activity will allow the teacher to assess the students' understanding of a graphic novel and if they are ready to create their own.
Afterward, students will take a vocabulary and comprehension test covering all sections of the novel.
Animal Research Project: Student Comics
To conclude the unit, students will research an animal or insect native to the Chicago area. They will choose from a provided list and use graphic organizers to gather details such as the following:
- Topic- What is your animal? Describe your animal, is it a mammal, amphibian etc.? Color, Size, does it have fur or scales etc.?
- Habitat- Where does this animal live? Give the location and describe the way it lives (in a nest, in a cave, underground etc.)
- Year-round vs. seasonal presence- Does it stay in Illinois all the time or does it migrate?
- Physical and behavioral adaptations- Does your animal have any predators? What is your animal a predator of? Are there any environmental factors that put your animal at risk? How does your animal adapt to its surroundings?
- Diet- Is the animal a carnivore, herbivore, or omnivore?
- Interesting facts- give at least 2 interesting facts about your animal.
Once the research is complete, students will apply comic techniques learned in the unit to create a short comic about their animal. Each student will present their comic, and the class will compile them into a book on a voted on student created title. For example: "A Journey into Adaptations in Chicago"
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