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NotesESSTopic 3.3
Unit 3 · Biodiversity and Conservation · Topic 3.3

IB ESS — Conservation and regeneration

Topic 3.3 examines the major threats facing global biodiversity, including habitat loss, climate change, pollution, overexploitation, and invasive species. Students learn to evaluate the relative significance of each threat and analyse case studies of biodiversity decline.

3.3 FlashcardsExam technique guidePractice questions

Key concepts in Conservation and regeneration

Key Idea: Most marks in topic 3.3 come from reserve design and conservation choices. Learn those first, then species and habitat-based strategies.

1. Reserve design (most marks)

  • Large reserves hold more species and bigger populations than small ones.
  • A round shape has less edge, so fewer edge effects reach the core.
  • Corridors link reserves, so animals can move and breed between them.
  • A buffer zone around the core keeps farms, roads and towns at a distance.

2. Species or habitat?

  • Species-based (ex situ): zoos, captive breeding, seed banks.
  • Habitat-based (in situ): protect the whole ecosystem, so many species are saved at once.
  • A flagship species attracts money; a keystone species holds the ecosystem together.
  • A mixed approach protects the habitat and gives extra help to one species.

3. Values and choices

  • Why preserve: aesthetic, ecological, economic, ethical and social reasons.
  • Different values lead to different choices, such as protecting wild land or using it for jobs.
  • Rewilding lets natural processes return, such as wolves in Yellowstone.
  • The Convention on Biological Diversity sets targets such as protecting 30% of land and sea by 2030.

How it is examined:

QuestionHow to score
[1] to [2] Identify a design feature from a mapName the feature and say what it does.
[2] to [4] Explain how a reserve's design helpsSize, shape, edge, corridors, buffer zone: one point each.
[2] Distinguish flagship and keystone speciesOne line for each, with an example.
[4] to [7] Explain habitat or species-based strategiesName the strategy, then its effect, with an example.
[9] Discuss a conservation choiceValues on both sides, named examples, then a judgement.

Key terms, one line each:

TermIn one line
In situ conservationprotecting a species in its natural habitat
Ex situ conservationprotecting a species away from its habitat, such as in a zoo or seed bank
Edge effectchanges near the border of a habitat, such as more light, wind and predators
Wildlife corridora strip of habitat linking two protected areas
Flagship speciesa well-loved species used to raise money and support
Keystone speciesa species with a very large effect on its ecosystem
Rewildingrestoring an area so natural processes run it again

Last-minute check: answer, then tap to see.

Why is a large reserve better than a small one? It holds more species and bigger populations.

Why is a round reserve better than a long thin one? Less edge, so fewer edge effects reach the core.

What does a corridor do? Lets animals move between reserves, so small groups can breed together.

Flagship or keystone: the giant panda? Flagship: it attracts money and support.

Give one strength of habitat-based conservation. It protects many species at once, with their food and shelter.

IB-style questionExplain[4 marks]

A government plans a new forest reserve to protect a rare monkey. Explain how the design of the reserve could help the monkey survive.

Model answer plan

See the mark-by-mark plan — for / against / judgement, with marking guidance — in study mode.

Claim your free topic →

Exam tips

  • For a reserve map, name the feature and say what it does for the species.
  • Say whether a strategy is species-based or habitat-based, with a named example.
  • In a discuss, give both sides, then a judgement.
  • Learn one flagship and one keystone species, with one fact each.

What you'll learn in Topic 3.3

  • 3.3.1 Why preserve species and habitats
  • 3.3.2 Species-based and habitat-based conservation
  • 3.3.3 A mixed conservation approach
  • 3.3.4 The Convention on Biological Diversity
  • 3.3.5 Habitat conservation strategies
  • 3.3.6 Designing effective reserves
  • 3.3.7 Rewilding
  • 3.3.8 Measures that reverse biodiversity decline
  • 3.3.9 Values and conservation choices

Exam relevance

ESS is assessed through Paper 1 (case study) and Paper 2 (short answer & structured questions). Concepts from this topic may appear in either paper, often combined with data analysis or real-world examples.

Suggested study order: Read the notes for each sub-topic below → test yourself with flashcards → attempt practice questions → review exam technique.

Study resources — 3.3 Conservation and regeneration

3.3.1

Why preserve species and habitats

NotesFlashcards
3.3.2

Species-based and habitat-based conservation

NotesFlashcards
3.3.3

A mixed conservation approach

NotesFlashcards
3.3.4

The Convention on Biological Diversity

Notes
3.3.5

Habitat conservation strategies

NotesFlashcards
3.3.6

Designing effective reserves

NotesFlashcards
3.3.7

Rewilding

NotesFlashcards
3.3.8

Measures that reverse biodiversity decline

NotesFlashcards
3.3.9

Values and conservation choices

Notes

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Topic 3.3 Conservation and regeneration forms a core part of Unit 3: Biodiversity and Conservation in IB ESS. Mastering these concepts will strengthen your understanding of connected topics across the syllabus and prepare you for exam questions that require analysis, evaluation, and real-world application.

Frequently asked questions

What does Topic 3.3 Conservation and regeneration cover in IB ESS?
Topic 3.3 covers conservation and regeneration as part of the IB ESS syllabus. Students learn key concepts, definitions, and real-world examples that are tested in Paper 1 and Paper 2 exams.
How should I revise Conservation and regeneration for IB ESS exams?
Start by reading the micro-topic notes to understand each concept, then use flashcards to memorise key terms. Practise exam-style questions to apply your knowledge under timed conditions and review the marking criteria.
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