According to its definition, socio-scientific subjects emerge during scientific and technologic developments. Besides information, attitude and value constraints are effective in decision-making processes and thus there is no consensus on socio-scientific subjects yet and it leads to social discussions. These subjects comprise decision making processes in which analysis, synthesis and assessment processes are active, ethical and moral values take part and scientific literacy stands out. In our era when we define our society as a science society and frequently encounter these decision making processes, the science and technology lesson in which scientific processes are most commonly used is particularly important for the investigation of the subject. To this end, the curricula of 6th, 7th and 8th grade science and technology lessons were investigated within four basic frameworks. To conclude, it was found that a total of 9 socio-scientific acquisitions were included in curricula, the main emphasis was put on biologic themes and no other themes but 7th grade includes these subjects. Socio-scientific subjects examine the relationship between science and society and activate the information usage and self-expression processes of children; thus, it is recommended that more acquisitions should be placed in science and technology curricula.