That knowledge is important and I won't argue such concepts aren't important in understanding science, but I also want to raise the idea that science literacy might be better described by the "how" such concepts are learned rather than exactly what is learned. Similar to learning language and literature, there are always new concepts to learn, and that's a part of being literate, but it's the underlying tools and strategies that really define someone as literate.

There are many people who can absorb and communicate facts. When called upon, they can provide the "correct" answer. Unfortunately, such recitation sometimes only mimics literacy because it doesn't bring with it the essential understanding that extends onto other areas.

Science literacy, to me, is best demonstrated when someone does not know a concept, but sufficiently applies strategic scientific inquiry to get an answer.

The concepts you mention are better seen as ideas we can cut our teeth on to gain better understanding of how science can be done.