The science course which was entered in force by promulgating on the Official Gazette on April 11, 2012, has been included in class programs for 3rd and 8th grades from the year 2012-2013, and has started to be implemented as 3 class hours per week from 2014-2015 academic years. Although the vision of the course has not been changed with this renewal, the curriculum of the old science and technology course has been renewed and its name has been changed to science as a separate course. The new program aims to educate individuals who are inquisitive, self-confident, able to effectively use problem-solving skills to innovation, and able to communicate effectively. Achieving these goals and determining the feasibility of the developed program can be determined by evaluating the program. During the evaluation process, the deficiencies observed in the process and the results of the programs are eliminated and the continuous development and change of the programs are ensured. In the renewed science curriculum, the content item is not addressed while the achievement item is explicitly stated. It is envisaged that the content item should be created by the teachers to be associated with the achievements. The most effective source of content is textbooks. For this reason, the assessment on the nature of textbooks and programs that reflect the content is important. In this context, it is important to evaluate the compatibility of the relations between the content items created in terms of the aims and objectives of the renewed science curriculum. Since the program is still new, there is no gain-content evaluation in the literature. This study was conducted to evaluate the appropriateness of the contents of textbooks belonging to science course prepared according to the revised curriculum of the Ministry of National Education to be taught in 3rd and 4th grade of primary school. The study group of the research forms primary school 3rd and 4th grade science textbooks approved by the Ministry of Education in the academic year 2015-2016. The study was carried out in three stages. In the first stage, 3rd and 4th grade achievements within the scope of qualitative research methods document analysis (content analysis) and the contents of 3rd and 4th grade science textbooks that are reflected in these achievements were examined.This study was carried out by preparing the acquisition-content evaluation rubric as a measurement tool to evaluate the extent to which the achievements belonging to the primary school science course are included in the textbooks. Rubric provides a measure of performance that is described at various levels of competence and is a measurement tool that clearly reveals the nature of each measure. According to this definition, the qualification ratios indicating the extent to which the acquisition-content evaluation rubric to be used in the study is related to the acquisitions is as follows: (1) the information given in the content is not related to the acquisition. (2) The relation of the information related to the acquisition was established in the medium level. Content partly reflects the acquisition. (3) The relation of the information given in the content related to the acquisition was well established. Content reflects the acquisition. However, there are places where the contents need to be improved. (4) The relation with the acquisition of the information given in the context is fully established. The content and acquisition match each other. The content reflects the acquisition. Qualification degree of rubric was organized as grading from 1 to 4. Analysis of validity and reliability of the content-acquisition evaluation was made. For reliability, the Weighted Kappa Coefficient and the Miles & Huberman Coefficient were examined. The values obtained from the Weighted Kappa Coefficient analysis to determine the reliability of the Assessment Rubric had good agreement results for the science classes of the third grade. For the 4th grade science units, the results of the Weighted Kappa Coefficient seem to fit very well, well matched. The results obtained from the Miles and Huberman coefficient analysis, which was carried out to strengthen the reliability at the same time for both classes, were greater than 0, 70; consistent with the results from the Weighted Kappa Coefficient analysis; and reliability of the rubrics was ensured. The validity study for Rubric was based on content, structure and criteria. For this purpose, the opinions of 6 specialists who received master's degree and doctorate education in the field of science education and classroom teaching education were taken. Because of expert opinions, the final form of "Acquisition - Content Compliance Evaluation Rubric" is given. The generated rubric was evaluated with randomly selected 10 acquisitions to determine its applicability. Having seen that rubric is useful, the second stage of the study was the evaluation of other acquisitions. In the