Analyzed were cognitive behaviors required by an elementary science curriculum plan, "Science - A Process Approach." For each activity in this curriculum plan a list of required student cognitive behaviors was made. In the final analysis each activity was represented by its most complex cognitive requirement or "top coding." The method of analysis was introspective rather than experimental. "Science - A Process Approach" was found to be systematically progressive in complexity of required cognitive behaviors. Activities requiring cognitive behaviors in the Comprehension (2.00) and Application (3.00) categories were located in all six books. Behaviors in Analysis (4.00) categories first appear in the third book and are used thereafter. Synthesis (5.00) behaviors were found only in books five and six. No instances of Evaluation (6.00) behaviors were found. The cognitive behavior most frequently required was Interpretation (2.20). It was concluded that the taxonomy can be used to make cognitive analyses of curriculum materials. (BC)