Know about Wegener’s continental drift theory and understand some of the evidence that supports it. Describe the main landforms on the ocean floor and how they relate to the location of earthquakes and volcanoes. Know the hypotheses for the theory of plate tectonics and apply them to real situations. Identify tectonic plates on a map and be able to tell the difference between the of boundaries that separate them, according to their movement and the geological processes they undergo. Use with ease scientific terms to explain the Wilson cycle of rupture and reuniting of a supercontinent. Understand some of the forces present in plate movements. COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES COMPETENCES / SUBCOMPETENCES ASSESSMENT CRITERIA ACTIVITIES Competence in knowledge and interaction with the physical Recognise the key features of scientific investigation: understand variables, formulate hypotheses, design experiments, analyse and contrast data, detect regular patterns, make calculations and estimates. 1, 2, 3, 4, 6, 7, 8 21 Understand basic scientific principles and concepts and identify the relationships between them: causal, influential, qualitative and quantitative. 1, 2, 3, 4, 5, 6, 7, 8, 9 1, 2, 5–8, 10, 12, 15, 16, 18, 19, 23 RA 3 DC 8 Describe and explain processes scientifically and predict changes. Use explanatory models. 1, 2, 4, 5, 6, 7, 8, 9 3, 6, 13, 20, 22, 24 RA 1, 4 DC1, 4, 5 Apply scientific knowledge to everyday situations. 2, 5, 6 8, 19 RA 5, 7 DC 3, 7 Interpret data and scientific experiments. Draw conclusions and communicate them in different formats in a correct, well-organised and coherent manner. 2, 4, 7 3 DC 6 Argue for or against conclusions and identify the assumptions, proofs, and reasoning behind them. 3, 4 23 Mathematical competence
between them: causal, influential, qualitative and quantitative. Describe and explain processes scientifically and predict changes. Use explanatory models. 1, 5 4, 7, 11, 15, 20, 22 RA 2, 3 DC 10 Apply scientific knowledge to everyday situations. 2, 5 RA 6 DC 5 Interpret data and scientific experiments. Draw conclusions and communicate them in different formats in a correct, well-organised and coherent manner. 2, 3, 4, 5 5, 9, 10, 18, 25 DC 1, 9 Argue for or against conclusions and identify the assumptions, proofs and reasoning behind them. 1 DC 7, 9 Mathematical competence Use mathematical terms to quantify natural phenomena. 2 6 Data processing and digital competence Use and produce schematic diagrams, mind maps, reports and papers. 8 22 Use information and communication technologies to communicate, gather information, give feedback, simulate and visualise situations, find and process data. 6, 8 9 DC 6, 10 Linguistic competence (*) Use the correct scientific terminology in and argumentation involving scientific content. 1, 2, 7 1, 17 Understand and interpret messages about natural sciences. 2, 4, 6 23 Autonomy and personal initiative Develop the capacity to analyse situations, evaluating the factors that have influenced them and their possible consequences. 1, 5 16 RA: Revision activities DC: Development of basic competences
Use mathematical language to convey data and ideas about nature 3, 5, 8 RA 3, 4 Data processing and digital competence Apply scientific principles to searching for, collecting, selecting, processing and presenting information. 6, 8 RA 5 Use and produce schematic diagrams, mind maps, reports and papers. 3, 4, 5 6, 8, 11 DC 1, 7 Use information and communication technologies to communicate, gather information, give feedback, simulate and visualise situations, find and process data. 2, 4, 7, 8 10, 14, 22 RA 5 Social competence and citizenship Understand and explain socially relevant issues from a scientific perspective. 1, 8 12, 16 RA 5 Linguistic competence (*) Use the correct scientific terminology in texts and argumentation involving scientific content. 6, 8 RA 5, 9 Learning to learn Assimilate knowledge of science and scientific procedures in order to understand information obtained both from students’ own experience and written and audiovisual media. 4, 5, 7, 8 6, 11, 22 RA 5, 8 Autonomy and personal initiative Develop a critical attitude. Confront problems and take part in developing possible solutions. 8 RA 5 Develop the capacity to analyse situations, evaluating the factors that have influenced them and their possible consequences. 1, 4, 6, 7 8 12, 20 RA 5, 9 DC 4, 8, 9 RA: Revision activities DC: Development of basic competences
Use the correct scientific terminology in texts and argumentation involving scientific content. 3, 4, 6, 7, 8 1, 2, 12, 18 Learning to learn Assimilate knowledge of science and scientific procedures in order to understand information obtained both from students’ own experience and written and audiovisual media. 1, 7, 8, 9, 10 9, 15, 16, 17, 18 Autonomy and personal initiative Develop a critical attitude. Confront problems and take part in developing possible solutions. 9, 10 15, 22, 23 RA 9 Develop the capacity to analyse situations, evaluating the factors that have influenced them and their possible consequences. 1, 9, 10 3, 9–11, 23 RA 8, 9 DC 1, 2, 7 RA: Revision activities DC: Development of basic competences *All the sub-competences detailed in this section are developed using English as the common language, which will allow pupils to communicate with an increasing degree of skill in the foreign language.