The purpose of this study is to analyze horizontal and vertical articulation of the life science curriculum revision 2009 with Semantic Network Analysis (SNA). The domains of life science divided into five categories, cell, animal, plant, genetics and ecology. The results are as follows.: The life science curriculums revision 2009 were organized, focused on the vertical articulation more than the horizontal articulation. There were concepts, suggested in the elementary, middle and high school curriculum, repeatedly. Therefore, it suggested that more specific concept and their status are considered. Also, there were concepts, such as advanced science technology and ecology domains, which were not learnt in specific grade. The numbers of concepts, suggested in the elementary and middle school curriculum were same each other. In contrast, the numbers of concepts, suggested in the high school, increased, significantly. Because, the essential concepts and optional concepts, the teachers should teach, should not be considered, in each level of school. This research, based on curriculum, has the limitation to analyze. To overcome this limitation, we expect the additional analysis. The main textbooks should be analyzed simultaneously. With these result, we suggests that the repeated concepts and the concept, was not taught in specific level of school, should be considered.