3.3 Conservation and regeneration

Guiding questions

How can different strategies for conserving and regenerating natural systems be compared?
How do worldviews affect the choices made in protecting natural systems?

This is part 1 of a 2-part video series for ESS topic 3.3 conservation and regeneration.

This is part 2 of the 2-part video series about ESS topic 3.3 conservation and regeneration. It includes several case studies.

You can find my student workbook for IB ESS topic 3.3 Conservation and regeneration here, including an answer key.

Here’s a set of IB ESS flashcards for topic 3.3 Conservation and regeneration.

SL and HL knowledge statements

3.3.1 Arguments for species and habitat preservation can be based on aesthetic, ecological, economic, ethical and social justifications.

3.3.2 Species-based conservation tends to involve ex situ strategies, and habitat-based conservation tends to involve in situ strategies.

Royal Chitwan National Park, Nepal, is a good example of successful habitat-based conservation efforts.

The California condor is a great example of successful species-based conservation. This video also connects to other parts of the ESS syllabus: food webs, DDT, bioaccumulation and biomagnification.

3.3.3 Sometimes a mixed conservation approach is adopted, where both habitat and particular species are considered.

The panda sanctuaries in China include both in-situ habitat conservation and ex-situ strategies.

3.3.4 The Convention on Biological Diversity (CBD) is a UN treaty addressing both species-based and habitat-based conservation.

Watch this video for a succinct explanation of the CBD and Nagoya Protocol. These are examples you should remember for your ESS examinations.

3.3.5 Habitat conservation strategies protect species by conservation of their natural environment. This may require protection of wild areas or active management.

3.3.6 Effective conservation of biodiversity in nature reserves and national parks depends on an understanding of the biology of target species and on the effect of the size and shape of conservation areas.

3.3.7 Natural processes in ecosystems can be regenerated by rewilding.

This 30-minute documentary about Hinewai Nature Reserve in New Zealand provides a detailed account of the process of rewilding. Botanist Hugh Wilson, who leads the project, recounts successes and challenges throughout its history. Strong links to the process of succession are also evident in the film.

Here’s a 10-minute summary version if you don’t have time for the full-length documentary above.

The Rewilding in Action podcast from OAR 105.4 FM in Dunedin, NZ covers many topics related to the rewilding movement.

3.3.8 Conservation and regeneration measures can be used to reverse the decline in biodiversity to ensure a safe operating space for humanity within the biodiversity planetary boundary.

This brief video from National Geographic shows how we can reverse the loss of biodiversity through rewilding measures.

3.3.9 Environmental perspectives and value systems can impact the choice of conservation strategies selected by a society.

Nature photography is an easy way to participate in citizen science that benefits conservation efforts.

Knowledge statements for HL only

Here’s my video for the HL content in topic 3.3.

3.3.10 Success in conserving and restoring biodiversity by international, governmental and non-governmental organizations depends on their use of media, speed of response, diplomatic constraints, financial resources and political influence.

This podcast episode describes how WWF has been able to improve the conservation status of monarch butterflies in cooperation with the American and Mexican governments.

3.3.11 Positive feedback loops that enhance biodiversity and promote ecosystem equilibrium can be triggered by rewilding and habitat restoration efforts.

This mini-documentary is a must-watch for any ESS student. It explains how the reintroduction of a species not only impacts biodiversity, but can also have wide-ranging effects across an ecosystem, a phenomenon called a trophic cascade. There are connections to several other parts of the syllabus embedded in the video as well.

3.3.12 Rewilding projects have both benefits and limitations.

This TED-Ed video by British journalist, author, and environmental activist George Monbiot tells how rewilding projects impact biodiversity and the overall health of ecological systems.

Wilding (2018) – Isabella Tree documents the rewilding of a British farm and the return of native species. This book is about the Knepp Estate that’s mentioned by name in the ESS syllabus. It connects directly to restoration ecology and ecosystem resilience.

3.3.13 The success of conservation or regeneration measures needs to be assessed.

This video summarizes some conservation success stories. Pay attention to the factors that made each case successful.

Evaluate the success of WCS work in Virachey National Park, Cambodia.

Evaluate the success of a named protected area: Sichuan Giant Panda Sanctuaries, China

Evaluate the WWF’s work in the Bukit Piton Forest Reserve, Malaysia

3.3.14 Ecotourism can increase interdependence of local communities and increase biodiversity by generating income and providing funds for protecting areas, but there can also be negative societal and ecological impacts.

Practical activities

Practical 3.3.5 – Compare biodiversity in protected and unprotected ecosystems
HL Practical 3.3.12 – Evaluate a rewilding project
Compare indicators of human presence, such as noise levels or litter, in different zones of a protected area.

Biology and Ecology Field Notebook cover

Fieldwork is a great way to compare biodiversity in different areas! I wrote a pocket-sized field notebook for students to use during fieldwork for the ESS Internal Assessment or other outdoors investigations. You can find it here at Amazon.

Possible engagement opportunities

Investigate the role of an NGO in a conservation project.
Visit a rewilding project or protected area and raise awareness about the project.
Volunteer in a local conservation project, for example, the removal of an invasive species or putting up bird boxes.
Turn these into CAS suggestions connected to the UN SDGs.

Happy learning!

IB ESSential Science