Decades of research have documented in school-aged children a persistent difficulty apprehending an overarching biological concept that encompasses animate entities like humans and non-human animals, as well as plants. This has led many researchers to conclude that young children have yet to integrate plants and animate entities into a concept LIVING THING. However, virtually all investigations have used the word "alive" to probe children's understanding, a term that technically describes all living things, but in practice is often aligned with animate entities only. We show that when "alive" is replaced with less ambiguous probes, children readily demonstrate knowledge of an overarching concept linking plants with humans and non-human animals. This work suggests that children have a burgeoning appreciation of this fundamental biological concept, and that the word "alive" paradoxically masks young children's appreciation of the concept to which it is meant to refer.