Teaching Science is conceptually linked to different educational areas, interdisciplinary themes and other subjects, which enables systematization, connectivity and better understanding of all content. Naturally-geographic themes are those through which classroom childrens learn about: organizing nature by observing the immediate environment, recognizing the importance of organizing time and presenting the time sequence of events, comparing the organization of different spaces and communities in the immediate environment, concluding the changes in nature and understanding the importance of concern for nature, they formulate and interpret the geographical map, conclude the interrelationship of the relief features of the regions of the Republic of Croatia and lifestyles, etc.. So their importance and role in the educational process is manifested in the knowledge, skills and abilities of life that they learn. The subject of this paper is to determine the representation of natural -geographic themes in current textbooks of Science from the 1st to the 4th grade of the elementary school, three publishing houses: Alfa, Profil Klett and Školska knjiga, in relation to the total number of teaching topics. The results show that these themes from the 2nd to the 4th grade there are more than 50% of the subjects in Science are Nature-Geographic themes, while in the first grade there is less representation in relation to the other classes. That is related to the gradual learning of the subject and the adoption of literature as in other subjects, as well as in the teaching of Science in which they begin to perceive themselfs as a biological and social being and by progressing to several classes, they expand their understanding of their relationship, role, and responsibility to the whole community, nature, and the world around them.