Science Misconceptions as Claims

This year, nothing has held my kids back from learning Science more than the things they think they know. Or, their misconceptions.

What's more, as we begin reading and talking and learning, they tend to make more "claims" that sound good but haven't been proved by any reading or research.

So we are making this chart to keep track of our claims. Our topic for the next two weeks is the Sun. We will study what causes day and night and what causes the seasons. I hope that this chart helps my Scientists be more reflective and careful with their Science thinking and talking. See below for a little explanation.

Yes
Sound claims using Science vocabulary. For example, When the Earth rotates on its axis, the part that faces the sun is having day and the part facing away from the sun is having night.

Needs Work
These are claims that are close, but just need a little tweaking. For example, When the Earth spins, you have day and night. 

No
Claims that introduce a misconception. For example, When the Sun comes up it's day and when the Moon comes up it's night. 

Needs Research
Things that sound logical based on your reading or experience, but that your teacher doesn't really know or remember the answer to or can't be found in a classroom text. For example, When the Sun goes out it will explode. 

How do you address misconceptions in the classroom?

Oh, and here is an article that popped up on my Facebook newsfeed recently, called Why Teachers  Need To Know The Wrong Answers