Collaborative-metacognitive use of science literature teaching approach (CMSLTA) refers to a researcher-made teaching approach from the Philippines that comprises four components, namely (a) formation of groups with three to four members who have varied reading comprehension ability and assigned rotating roles; (b) use of Scientific Method Learning Plan; (c) reading a science literature including a comic strip, song, parable, poem, infographic, and short story; and (d) answering collaborative-metacognitive prompts in the learning journal. There are separate research studies on the use of science literature and collaborative metacognition in instruction. However, there is a dearth of studies combining the two teaching approaches. In this light, this research examined the effects of CMSLTA on grade 2 students' concept understanding of plants and animals. A two-group pretest--posttest quasi-experimental design was employed on 74 grade 2 students aged six to eight. One group was exposed to CMSLTA while the other group was exposed to the conventional teaching approach (CTA). Findings revealed that CMSLTA significantly improved students' concept understanding. Remarkably, this research aids educators in providing students with early exposure to science and understanding science concepts through the combined use of science literature and collaborative metacognition as a teaching approach.