To further evaluate a method of content analysis and aid in identifying scientific concepts appropriate at the elementary level, science material in a standard textbook series was examined. This paper reports and summarizes the analysis of sections of the California state-adopted textbook series, "Concepts in Science." The conceptual structure of the program is described and compared with the structure of the science program, Science Curriculum Improvement Study (SCIS). Problems encountered in the method of analysis are reported. Only about two-thirds of the chapters in the first-grade "Concepts in Science" program were analyzed, but it was shown that substantially more content was found in this program. (Author/EB)