Hydrological cycle is a concept of 4 through 8 grade elementary science curriculum providing an active environmental education. Scope and sequence of the objectives and/or standards in the Turkish and American science curricula seem to follow a different pattern. In this study, theefore, the hydrological cycle in science curricula of Turkey and The USA was compared. The directly and indirectly related standards about “water” and “hydrologic cycle” of the Turkish science curriculum were identified and compared. As a result of the study, data obtained from the content analysis of Turkish and The USA science curricula indicated that both curricula have a spiral model design but Turkish science curricula does not show a continuous sequence.