Exmination of Life Sciences and Science textbooks in terms of environmental acquisitions

People should learn about the possibilities of the environment that they are interacting with, the characteristics they possess and live in peace with their environment in order to continue their life activities, the continuity of their generations and the healthy progress of this system. The problem that occurs anywhere in the system will cause the other components of the system to be adversely affected. Therefore it is very important to know and recognize all the elements of the system, from the micro system that we interact to the macro system.It is inevitable that even a small problem will grow and become impossible to return in the future when it is not realized what the problem will arise in an unknown, unrecognized element, how it should be solved and what it should not be.In order not to turn small problems into big disasters, firstly individuals should learn and recognize their own characteristics in every way. Then, it should recognize the environment in it's natural state at micro and macro levels with which it interacts and take shape accordingly. All the catastrophes and extinctions experienced from the past to the present are an indication that even the smallest problem in the system is not a joke. In this context, we and future generations need to be educated to love and protect ourselves and our environment, to recognize, to raise awareness about environmental issues and to eliminate problems that can be solved and minimize those that cannot be solved. The interactions of the training inputs in the process affect the quality and value of the outputs. Therefore, the educated individuals should be well blended with the environmental values in the process and shaped. It is not an easy task for the individual to gain a positive attitude towards the environment and living things. In this challenging process, the role of curriculum acquisitions can't be overlooked. Textbooks that accomplish curriculum achievements are just as important as curriculum. The contents of the textbooks are the key to the targeted behavior in the individual. In the training of individuals who have the ability to use this key, the way that content is handled in textbooks becomes important. This thesis aims to determine it's place in primary education Life Sciences (1st, -3th grade) and Science (3rd, 8th grade) in terms of environmental gains in textbooks taught in the 2019-2020 academic year of primary education. Qualitative research method was used in the study. Since the textbooks have been analyzed, sampling has not been done. The data were collected from the textbooks of Life Science (1st, -3th Grade) and Science (3rd, 8th Grade), which were taught primarily in the academic year 2019-2020. Nine textbooks were examined in the research. Since the book review is done, the data collection method is document review. According to the findings obtained from the research, environmental acquisitions were included in the Life Science and Science course books taught in the 2019-2020 academic year. It was understood that there are pictures with environmental content. These pictures are related to the topics learned. There are student activities associated with environmental acquisitions.