One of the tools used to evaluate concept ability of students related to certain topic, is the SOLO taxonomy. In the research, it was aimed to investigate the unit outcomes of "DNA and Genetic Code" in the 8th Grade Science Lesson Teaching Program and the evaluation questions of the related unit in the textbook, which was accepted by the Ministry of Education in 2019 and then published in 2020, according to the levels of SOLO taxonomy. The analysis of the outcomes and evaluation questions was realized by taking reference the uni-structural, multi-structural, relational and extended abstract levels of the SOLO taxonomy. In the research, document analysis that is part of qualitative data harvest method, has been used. In document analysis, the investigated case or the inscriptive material information related to cases are analyzed. According to the research findings; of the 13 examined outcomes correspond to 2 uni-structural, (15.4%), 3 multi-structural, (23.1%), 6 relational (46.1%), and the other 2 extended abstract (15.4%) levels. When the distribution of the evaluation questions in terms of the levels of SOLO taxonomy is examined; it was determined that of the 45 questions correspond to 33 (73.3%) uni-structural, 8 (17.8%) multi-structural, and 4 (8.9%) questions represent relational levels. It has been determined that there is no question representing the extended abstract level in the textbook. In line with the obtained findings, suggestions were made regarding to the implementation and further research.