This research aims to analyze characteristics of a relative prioritization of physics and chemistry in comparison to biology in lower secondary schools of Japan. Analysis is conducted in regard to instructional time, curriculum content and the impact of the last education reform. It is based on the results of a questionnaire for teachers of Science (‘Rika') of grades 7-9 that collected 68 samples from 27 public schools. This study identifies biology as an area of science with less instructional time and content than physics and chemistry in teaching practice. In grades 7 and 8, respectively, 82% and 91% of teachers estimate that instructional time for biology might be less than recommended in teachers' manuals. Sixty-six percent of teachers state that biology is the area of science that has less content than physics and chemistry. These and other tendencies outlined by the present research may be common for the majority of schools in Japan and have international analogues.