This study aimed to discover the science processes and the extent inclusion of the activities in science textbooks for cycle two classes in Basic Education, and to investigate the differences among the processes in the activities in science textbooks for every class. The population of the study consisted of the all activities from science textbooks of cycle two classes in Basic Education in the academic year 2004/2005. The sample was selected from the activities of science textbooks for classes: fifth; sixth; seventh and eighth of cycle two in Basic Education in the academic year 2004/2005. For analyzing the science processes, a special analyzing list was prepared as an instrument depending on the previous studies and some references that are related. The activity was used as the analyzing unit. The validity of the instrument was conducted by asking panel of experts in science education to give their comments, and the reliability was calculated using Holstic's Coefficient of categorical reliability giving value of 0,89 between three analysts for a sample of activities from the four science textbooks. And the sample included sixteen activities taken from different units in the textbooks that used for the sample of the study. The result of this study revealed the following: - The activities in science textbooks for classes fifth to eighth include fourteen processes and do not include one process, which is Defining Operationally. There were significant differences, between high medium and low, of the number of the science process activities among the textbooks. - X2 results showed that significant differences of statistical significance at the level of (0,05) among the activities of science textbooks including every single process: measuring, using numbers, communicating, using space/ time relationship, deducting, inferring, interpreting, controlling variables and experimenting. In addition X results showed there were no statistical significance differences at the level of 0,05 including: observation, classifying, predicting, inducting and hypothesizing. Eventually, the study proposed some recommendations and suggestions, such as, the importance of including defining operationally science process in some activities in science textbooks, adding more of science processes in general and some of them for every class taking into account distributing them according to the relevance of the topics in the textbooks.