The aim of study was the teaching tasks, that is, the way in which a certain information processing is structured and becomes an experience for students. Consequently, the objective was to classify, according to the characteristics of the information they put into play, the teaching tasks that underlie the questions of the official school texts, of the student, of Natural Sciences of seventh and eighth year of primary education of Chile. The analysis of these was carried out, considering as a basis the taxonomic scheme for schoolwork, proposed by Cañal de León (2000), classified into three types: tasks at obtaining and mobilizing information, elaborating or transforming information and communicating information. The results show that in the questions present in the texts, all types of teaching tasks related to the characteristics of the information underlie. Tasks aimed at obtaining or mobilizing information 44.8% in seventh and 45.6% in eighth; tasks aimed at elaborating or transforming information 37.7% in seventh and 36.9% in eighth, and tasks aimed at communicating information 17.48% in seventh and 17.39% in eighth grade. It is concluded that the teaching tasks, for the most part, are directed to the mode of information processing, linked to obtaining data in personal, bibliographic and audiovisual sources, corresponding to the most elementary of the teaching tasks. Those tasks of higher level, also called elaborative, transformative and communication, those that activate more complex cognitive processes, are developed to a lesser extent.