The present study aimed to analyze the content of experimental science textbooks for seventh, eighth, and ninth grades based on the components of environmental literacy and clean earth. The research method was documentary and based on descriptive content analysis, and the statistical population included three volumes of experimental science textbooks for junior high school in the academic year 1402-1403, which were examined using the full-scale method. In this study, the sample size is equal to the statistical population. The research instrument was a researcher-made content analysis checklist, whose validity was confirmed by experts in the fields of environment, chemistry, biology, and geology, and its reliability was confirmed by the agreement method between coders 91%. The results showed that the highest frequency of components in the field of "environmental problems" belonged to the subcomponents of "air pollution" and "flooding and soil erosion", and an important component such as "personal skills in clean land" was less considered. Also, a very small share was observed in some skills related to clean land such as "waste management" and "recycling". The findings indicate that in the writing of these books, attention to practical and extensive training in environmental concepts is essential. Based on the results, it is suggested that the content of science books be revised with an emphasis on clean land topics and environmental skills so that students become familiar with these concepts in a comprehensive and sustainable manner.