Abstract: Teaching earth sciences is particularly delicate and apparently problematic, however, it's a domain for which the expectations of all the actors of the Moroccan pedagogic community should be strong and immense, especially if we take into consideration the wide surface of the country called "The Paradise of the Geologist". Morocco has rich immense geologic zones and sites. This country is characterized by its great scientific and economic importance, and its diverse natural resources, which means that it’s a rich site in terms of natural pedagogic materials. Yet, it's a scientific domain in which knowledge and paradigms change quickly, especially with the modern techniques used in the fields of study regarding the possible solutions of scientific problems that have a geological order. All these necessitate a permanent revision and reconstruction of the curriculum which influences the conceptions and values that these official pedagogical documents may convey in an explicit or implicit way. In this research, we analyse the evolution of programs, dealing with the themes linked to the tectonic plaques -integrating concept-, starting from 1967 till today. The objective of this analysis is to identify the approaches with which the programs treat the topics of geology in secondary school, and to know the conceptions and implicit and explicit values which structure the choices made by these official curricula.