The study aimed to investigate the degree of implementation of Gardner multiple intelligences theory in the activities of the new fourth grade science pupils book, with regard to the content of the activities in pupils\' book, content of activities and the exercises book. To verify this, the study attempted to answer the following questions: -What is the relationship between the content of activities of pupils\' book, and the content of activities of the exercises book? -What is the percentage of distribution of the activities on the lessons of each chapter of pupils\' book and its units? -What is the percentage of the reflection of Multiple Intelligences theory on the content of the activities pupils\' book, content of activities and exercises book? -What is the percentage of reflection of Multiple Intelligences theory on the revision activities of the pupils\' book? -Are the activities and revision activities distributed in balance on all types of intelligences? The research sample consisted of all activities and revision activities included in the fourth grade of the first cycle of basic education science pupils book and their activities and exercises book. The researcher used the content analysis approach. He designed a format for content analysis, and verified its reliability and validity. The researcher used the averages and percentages in answering the research questions. The results showed that the activities and exercises book do not contain all the lessons of the pupils book; it contained only (32.25%) from the lessons of the pupils book. And there was a difference of the rates of distribution of activities on the book units\', they ranged between (6-15.75) activity, while the revision activities were distributed in a balanced way on the book units; where the values ranged between (2.38 to 3.75) activity. As for the reflection of intelligences in activities and revision activities, the study found different rate of reflection of intelligences in activities. There was concentration on the sports, physical and visual intelligences where the values ranged between (23% -21%), while the natural, linguistic, and personal intelligences were distributed on a rang of (15.49%, 10.33%, 7.93%) in sequence. And the social, musical intelligences were distributed on less than (1%). As for the reflection of intelligences in the revision activities, there was only the appearance for the linguistic intelligence in a high percentage of (84.38%). The sport intelligence in low percentage was (8.89%),the visual intelligence in low percentage was (6.7%), and there was no activity for the other types of intelligences. In general, we can say that the activities and exercises are not balanced on distribution of the lessons of each chapter of the book and its units, but it reflected the types of multiple intelligences on varying degrees.