Articles in the National Association for Science Teachers [NSTA] elementary journal "Science and Children" that describe an activity related to teaching nature of science [NOS] were analysed to ascertain the extent to which those activities align with research based suggestions for teaching NOS and the extent to which articles have potential for informing teachers' Pedagogical Content Knowledge [PCK] for teaching NOS. The results showed that the majority of activities focused on broad ideas such as "science as a human endeavour", whereas other aspects of NOS were emphasized less frequently or not at all. In terms of the potential of articles to improve teachers' PCK for NOS, we found authors included very little information relevant to teachers' knowledge of assessment of NOS and knowledge of learners. We suggest further study into the degree to which "activities that work" (Appleton, 2006) from teacher professional journals may be a source of PCK.