Classroom Activities
This unit will be approximately 21-30 days long, depending on the needs of your students. The activities are broken up by day, but the unit is intended to be a supplement and can be extended. This unit is designed to help students achieve the following objectives:
Content Objectives
By the end of this unit, students will be able to:
- Conduct research on animal adaptations using print and digital sources.
- Analyze and interpret information from a graphic novel, identifying textual and visual features.
- Communicate scientific concepts through the creation of an original comic narrative.
- Demonstrate understanding of key vocabulary through discussion, writing, and illustration.
Language Objectives
By the end of this unit, students will be able to:
- Use content-specific vocabulary (e.g., adaptation, habitat, mimicry) in both spoken and written formats.
- Interpret and explain meaning from multimodal texts (graphics and print) through discussion and written responses.
- Collaborate with peers to give and receive feedback using academic language (e.g., “I noticed…”, “I wonder if…”).
- Present research findings in a multimodal format (oral, visual, and written) to a peer audience.
WIDA Standards Alignment
Standard 1: Social and Instructional Language – Students engage in classroom discussions and collaborative tasks related to the unit.
Standard 4: Language of Science – Students use language to describe animal adaptations and explain scientific processes.
Standard 5: Language of Language Arts – Students analyze literary structure, produce original narratives, and use grade-appropriate grammar and vocabulary.
This unit begins with a pre-teaching lesson before students read the novel. On Day 1, students will explore what a graphic novel is and compare it to a comic book. Students can be asked what they know about comics and be encouraged to share anything they have experienced about them. This introductory activity serves as an opportunity for the teacher to assess students’ background knowledge and familiarity with the genre, while also drawing in student engagement in an exciting way for a topic they are likely interested in. Students will engage in the discussion first in small groups and as a whole group complete a Venn diagram comparing and contrasting comics and graphic novels. The Venn diagram can be done either collaboratively on chart paper or individually using pre-printed handouts. Students can be encouraged to write on the diagram to increase involvement while intentionally including a movement break for those who may require one subtly. To extend the activity, the class will brainstorm and list familiar comic or graphic novel titles, which will be displayed as an evolving classroom reference. This anchor chart can remain visible in the classroom library throughout the school year to encourage reading as well.
Next, students will learn essential vocabulary terms related to graphic novels. Key terms include “icon” (an image used to represent a person, place, thing, or idea) “panel” (a single, framed image that captures a moment in time within a comic's narrative) and “word balloons” (visual representations of sound, including narration, dialogue, and thought), as introduced by Scott McCloud in Understanding Comics (9). These terms will be introduced through direct instruction and have examples from familiar texts. Students will also explore the structural features of a graphic novel, including the table of contents, glossary, and index. A related activity will be to have students use a graphic novel they are currently reading and partner up or work in a group to find examples of the vocabulary terms and structure. Through teacher-guided navigation of the mentor text, students will begin learning how to interpret and make meaning from the unique combination of visual and textual elements.
On Day 2, instruction focuses on vocabulary for Section 1 of Max Axiom Adaptations (10). The vocabulary for this lesson includes: adaptation, reproduce, habitat, carnivorous. Students will hypothesize the definition of each word prior to being provided with the definition to write down and draw an image of their choosing to reinforce understanding.
The teacher will then introduce the title of the section being read, “Adapting to Survive”, and engage students in a discussion to hypothesize what the section may be about. Working in small groups, students will brainstorm a variety of habitats and predict what animals need in order to survive in each one. Their predictions will be compiled on a projected display or anchor chart for whole-group reflection and comparison.
The class will then begin reading pages 4–6 of the book aloud together. It is recommended to project the book so students can view the images closely while the teacher models fluent reading. Students will use a structured worksheet to record examples of adaptations, habitats, and survival traits. The worksheet will prompt them to document the animal’s name, adaptations, unique features, and corresponding page numbers. A guided class discussion will follow, helping students connect the visuals and text while deepening comprehension of scientific content.
Day 3 begins with a review of vocabulary and comprehension from Section 1. Students will be encouraged to use their notes and worksheets to provide textual evidence during class discussion. The section will conclude with a short quiz designed to assess both vocabulary and comprehension skills. To differentiate, students could be given an option to use their book or notes to help them.
The teacher will then introduce Section 2, “Adaptation Through the Ages”, with a prediction activity. Students will work with partners to make educated guesses about the content of this new section based on the title and illustrations. Vocabulary words for this section are: specimen, generation, extinct, predator. Students will hypothesize the definition of each word prior to being provided with the definition to write down and draw an image of their choosing to reinforce understanding.
Next, students will receive a brief background lesson on Charles Darwin. The teacher will lead a discussion using prompts such as: “Do you think all animals adapt over time?” and “If an animal’s environment changes dramatically, what might happen to the species?” This will help set the stage for deeper thinking and making connections during discussions on adaptation and evolution.
On Day 4, the class will review Darwin’s background and begin reading “Adaptation Through the Ages” on pages 8–13. Once again, project the book and model how to read the pages. A student can be called up to do this as well to begin gradually releasing responsibility. After reading page 9, have students pause to identify the three types of finches and describe their characteristics with a partner. Pages 10–11 will focus on environmental change and the extinction of dinosaurs, while pages 12–13 will compare two types of moths and how their traits helped them survive. Students will complete a chart comparing the moths’ features using both images and text for support.
Day 5 begins with a review of Section 2 vocabulary and content, with an emphasis on the finch and moth examples. Students will then complete a quiz on section 2 to assess their understanding. Students may need to use their notes as reference. Following the quiz, the teacher introduces Section 3: “Physical Adaptations.” Students will respond to pre-reading questions such as, “What do you think physical adaptations mean?” and “Can only animals adapt, or can humans too?” Vocabulary words include climate, bacteria, camouflage, mimic, and prey. As with prior sections, students will predict, define, and illustrate each word.
“Physical Adaptations” will be found on pages 14–21 and will be projected, but read by students. The students will pause and be prompted to analyze how a philodendron adapts to both rainforest and indoor environments. The concept of mimicry will be a focus during group discussions. Students will collaborate in small groups to complete their worksheets, then share their findings with the class to reinforce comprehension and encourage observation.
Day 6 will include a comprehensive review of Section 3 followed by a quiz. The class will then transition to Section 4: “Behavioral Adaptations.” Pre-reading questions such as, “What do you think behavioral adaptations are?” and “How do social behaviors differ from individual ones?” will set the stage for new content. Vocabulary words include hibernate and migration. Students will make their predictions, complete definitions, drawings, and have partner discussions. “Behavioral Adaptations” will be found on pages 22–27 and will be projected and read aloud by the students. The students will pause occasionally to record examples of animal behaviors and to share insights.
Day 7 begins with a review and quiz on Section 4. Following the assessment, students will be grouped heterogeneously and assigned one section of the book (sections 1-4) to analyze. Their challenge will be to identify adaptations using only the illustrations, without relying on the text. This helps students develop observation and inference skills while strengthening visual literacy. Groups will present their findings, highlighting evidence visible in the images that may not be explicitly stated in the text. They can use the words to help them, but their evidence must be clear in the pictures. This fosters deeper interpretation and higher-level thinking.
Day 8 is dedicated to review of all unit vocabulary and adaptation concepts. Students will then take a cumulative unit test. You may choose to dedicate the full lesson to the review and give the text the following day depending on time constraints. Differentiated versions of the test may be provided, including use of notes or additional visuals, to support diverse learners.
On Day 9, students will be introduced to their research project. Each student will choose an animal native to the Chicago area from a curated list. Students with cultural or personal connections to animals from other regions may be approved to research an alternative species. The teacher will outline expectations and final project components. Emphasize to the students that their project is going to be the class version of Max Axiom Adaptations. Students will be given the opportunity to explore the list of animals online to find descriptions or videos before ranking their top three choices to reduce repetition. Doing this not only gives the students autonomy, but they are going to engage themselves unintentionally learning about different species as they research. Teachers may limit use of each animal to no more than two students for variety. Students should have their animal chosen by the end of this lesson.
Day 10 introduces the research graphic organizer. Students will document information on their animal’s habitat, seasonal presence, survival behaviors, physical and behavioral adaptations, diet, and unique features. They may use online platforms like Britannica Kids or National Geographic Kids, or access printed materials as appropriate. The teacher will model proper research strategies and help students navigate digital tools. It may be necessary to spend the entire lesson teaching students how to research, or students who need that additional support can be broken into smaller groups.
Day 11 will be a continuation of the research process. Students will finalize their findings, receive targeted feedback, and begin organizing their information in preparation for the comic creation.
Day 12 begins comic planning. Students will work independently or in small groups to brainstorm and sketch comic layouts. Teachers will help students decide how they plan to present their work—whether individually or with a partner. Comic strip templates will be provided for the students who need that support, and students may choose to draw their comics by hand or use digital tools like StoryboardThat. Students will be required to use a standard size sheet of paper with at least four panels on each page. This planning phase mirrors the prewriting phase in the traditional writing process. Teachers will model expectations and share student samples if available. Remind students that this is their version of the adaptations book and that all of their work will be compiled together into a class book.
On Day 13, students begin their first comic panel. Using the National Writing Project’s “Writing with Pictures” guide, the teacher will instruct students in combining visual and textual storytelling. The first panel will include the animal name as a title, a drawing of the animal, the student’s name as the author, and—optionally—a self-portrait mirroring Max Axion as the “super scientist” observing the animal. Students will share with a partner and receive feedback on clarity, creativity, and visual detail.
Day 14 focuses on panel two, a detailed description of the animal. Students are encouraged to “zoom in” on specific features. They could do this by drawing the animal as if it were up close, or even be given an example of showing the whole animal, and using a magnifying glass on an area to zoom in on. If the animal undergoes physical changes, students may use multiple panels to illustrate those changes. Peer review will follow to check for accuracy and engagement.
On Day 15, students will create a panel about the animal’s habitat and seasonal presence. Drawings should reflect research findings and may include multiple habitats if applicable. Peer review continues to ensure students are on track and receiving ongoing feedback.
Days 16–18 are going to have a focus on illustrating physical and behavioral adaptations, as well as dietary habits. This section will likely require several panels and will be broken down into clear steps. Students will use both images and words to convey their findings. Teachers and peers will check work at each stage before students proceed to the next panel.
Day 19 will focus on wrapping up the comic. Students can include panels featuring interesting facts and a “conclusion” panel that signals the end of their story. A final peer review will allow for last-minute revisions. Students will share their work in small groups and receive celebratory feedback. Students who have finished earlier than others can be encouraged to add a “behind the scenes” type of addition to their comic.
On Days 20–21, students will present their comics to the class. These presentations provide opportunities for peer learning, increased public speaking confidence, and reinforcement of key concepts. To conclude the project, students will vote on a class title for their final anthology, such as A Journey Into Adaptations in Chicago with 3rd Grade Scientists. Once the title has been voted on and decided on, students can engage in a competition for the book cover. Students will submit their cover with the title and a drawing and students can vote on the cover. The compiled comics may be displayed in the classroom, shared with families, or submitted for schoolwide display.
Additional Teacher Resources
This unit was intended to be written as a baseline unit and an introduction to graphic novels while keeping students of different learning abilities in the general education setting in mind. It can be adapted to other content areas such as science and social studies, or extended using similar graphic novels that promote multimodal learning and support both content and language objectives. Below are some recommended titles:
Additional Max Axiom Graphic Novels (Science-Focused)
These books follow the same structure and scientific storytelling style as A Journey Into Adaptations with Max Axiom and can be used for cross-unit connections:
- The World of Food Chains with Max Axiom, Super Scientist by Liam O’Donnell
- Investigating the Scientific Method with Max Axiom by Donald B. Lemke
- The Amazing Work of Scientists with Max Axiom by Agnieszka Biskup
- Understanding Photosynthesis with Max Axiom by Liam O’Donnell
- The Solid Truth About States of Matter with Max Axiom by Agnieszka Biskup
- The Attractive Story of Magnetism with Max Axiom by Andrea Gianopoulos
Other Subject Area Graphic Novels
These texts follow a similar format and can be used to apply this unit’s methods to other subjects:
Social Studies:
- Rosa Parks and the Montgomery Bus Boycott (Graphic Library) by Connie Rose Miller
- The Boston Tea Party (Graphic Library) by Matt Doeden
Math:
- Sir Cumference series by Cindy Neuschwander
Health/SEL:
- Guts by Raina Telgemeier
Language Arts:
- El Deafo by Cece Bell
- When Stars Are Scattered by Victoria Jamieson and Omar Mohamed
- Smile by Raina Telgemeier
- New Kid by Jerry Craft
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