Teaching kids about plants, even big kids, is something they always enjoy! And, I love teaching it! Teaching about the beautiful creation all around us brings me a lot of joy. But, after years of teaching science in upper elementary, I’ve seen firsthand that even big kids can have some pretty wild scientific misconceptions, even about something as simple as plants! Some of their misconceptions make sense, while others are just plain funny. I always enjoy helping them clear up these misunderstandings and discovering the amazing science behind plant life. If you’ve ever heard one of these misconceptions in your classroom, don’t worry—you’re not alone! Here are five common plant misconceptions I have heard from my students and some ideas for how to correct them.

Misconception #1: Plants Get Their Food from the Soil

Many students believe that plants “eat” soil or absorb food from the ground. While soil provides important nutrients, plants actually make their own food through photosynthesis. The energy they need to grow comes from sunlight, not from the dirt around their roots.

One way to help students understand this concept is simply to introduce them to the concept of photosynthesis. I always start with a simple diagram that shows how plants use sunlight, carbon dioxide, and water to create food. If you’d like to give this a try, I’ve included a FREE PHOTOSYNTHESIS DIAGRAM for you here! Don’t forget to grab it! Another great idea I always like to incorporate is a classroom experiment of growing two plants—one with access to sunlight and one kept in the dark. After a few days, students will quickly see that the plant without sunlight struggles to grow! This helps to prompt additional conversations about photosynthesis!

Misconception #2: All Plants Have Flowers

I’ve had a handful of students who assumed that every plant has colorful blossoms, but many plants never produce flowers at all. Ferns, mosses, and pine trees reproduce in other ways, often using spores or cones instead of seeds. Understanding the diversity of plant reproduction has really helped my kiddos see that not all plants fit into one simple category.

A great way to tackle this misconception is through plant sorting activities. Have students group different plants by whether they reproduce with flowers, cones, or spores. If the weather is nice, I also love to get my kids outside for a short nature walk! I challenge them to find examples of non-flowering plants in the environment around our school.

Misconception #3: Seeds Need Soil to Grow

This is a BIG ONE. Almost all of my upper elementary kids over the years have told me that seeds absolutely need soil to sprout. This seems to be so logical to them. But, the truth is that they only need water, warmth, and oxygen. Soil provides stability and nutrients for later growth, but germination can happen without it. This is why plants can grow in hydroponic systems or even sprout inside a wet paper towel.

To prove this, try having your students conduct a simple seed sprouting experiment using damp cotton balls or paper towels in a clear plastic bag. Within a few days, they’ll see the tiny roots and shoots forming—no soil required! I also love connecting this idea to real-world examples, like hydroponic farms. It makes the lesson even more meaningful. The kids are always blown away when they learn that seeds do not need soil to grown, and I love watching them make this new discovery!

Misconception #4: The Bigger the Seed, the Bigger the Plant

I have had students who have believed that a plant’s final size is linked to the size of its seed. While this might seem logical, it isn’t always true. Tiny seeds, like those of sequoia trees, can grow into massive plants, while large seeds, like coconuts, produce relatively smaller trees.

To help students break this misconception, I show my kiddos a variety of seeds and have them predict the size of the plants they will grow into. I like to go to Lowes, Walmart or even our local farm store to pick up 10 or 12 different seed packets. After the kids examine the different seeds, I reveal surprising examples—like how a tiny tomato seed can grow a sprawling vine.

Misconception #5: Plants Don’t Move

Because plants are rooted in place, many kids think they don’t move at all. In reality, plants move in many ways! They lean toward sunlight, send roots toward water, and even react to touch. Some plants, like Venus flytraps, move dramatically when triggered.

One of the best ways to show plant movement is through time-lapse videos of plants growing or turning toward light. There are some great ones available on Youtube. Another great hands-on activity is a tropism experiment. I have the kids place plants near a window and observe how they slowly bend toward the light over several days. When students start to see plants as living, responsive organisms, their understanding of plant science deepens.

Bringing Plant Science to Life

Correcting these misconceptions is not hard. By using engaging, hands-on lessons it can also be a ton of fun! That’s one reason I love using the passages and activities in my Science is Elementary Plants unit. It includes reading passages, diagrams, activities, and task cards to help students fully understand plant life. If you’re looking for some go-to activities that are already done for you, feel free to check it out.

What’s the funniest plant misconception you’ve heard from a student? Let me know in the comments!

Save this Post for Later

Thank you so much for taking the time to read my ramblings about plant science for kids and the plant misconceptions I have heard from my upper elementary kiddos. If you have found any of the information in this post helpful, don’t forget to save the post to your favorite Pinterest board so that you can easily come back to it at a later time! Also, if you love teaching science as much as I do, be sure to check out my 5 AWESOME IDEAS FOR TEACHING FORCE AND MOTION post! Wishing you all the very best.