IB ESS HL 3.3.14 Hl Ecotourism Questions
Evaluate ecotourism as a conservation strategy by balancing funding, livelihoods and awareness against disturbance, resource demand and habitat damage.
- Syllabus
- First assessment 2026
- Course
- ESS HL
- Level
- HL
Exam points
- explain how ecotourism can generate conservation funding, jobs, awareness and incentives to protect wildlife and habitats
- explain how tourism can cause habitat loss, fragmentation, disturbance, pollution, resource competition and poaching
- evaluate ecotourism using named evidence by balancing conservation benefits, cultural and social effects, environmental costs and management limits
IB ESS HL 3.3.14 Hl Ecotourism Questions question 1
[Maximum number: 9]
With reference to named examples, evaluate the role of ecotourism as part of the conservation strategy for species and habitats.
Answers may demonstrate:
- understanding concepts & terminology of conservation; biodiversity; ecotourism; national parks; wild life sanctuaries; local business/employment/hospitality; environmental impacts; ownership; legislation; funding; flagship species etc.;
- breadth in addressing and linking range of ecotourism sites/endeavours with conservation objectives and their degree of success.
- examples of ecotourism associated with conservation projects etc.
- balanced analysis evaluating extent to which ecotourism contributes positively and negatively to the aims of conservation.
- a conclusion that is consistent with, and supported by analysis and examples given e.g. While the attraction of large numbers of people will inevitably bring some stress to natural systems, economics is such that the conservation of large areas of habitat has a significant cost that can only be met through ecotourism.
| Marks | Level descriptor |
|---|---|
| 0 | The response does not reach a standard described by the descriptors below and is not relevant to the question. |
| 1–3 | The response contains: • minimal evidence of knowledge and understanding of ESS issues or concepts • fragmented knowledge statements poorly linked to the context of the question • some appropriate use of ESS terminology • no examples where required, or examples with insufficient explanation/relevance • superficial analysis that amounts to no more than a list of facts/ideas • judgments/conclusions that are vague or not supported by evidence/argument. |
| 4–6 | The response contains: • some evidence of sound knowledge and understanding of ESS issues and concepts • knowledge statements effectively linked to the context of the question • largely appropriate use of ESS terminology • some use of relevant examples where required, but with limited explanation • clear analysis that shows a degree of balance • some clear judgments/conclusions, supported by limited evidence/arguments. |
| 7–9 | The response contains: • substantial evidence of sound knowledge and understanding of ESS issues and concepts • a wide breadth of knowledge statements effectively linked with each other, and to the context of the question • consistently appropriate and precise use of ESS terminology • effective use of pertinent, well-explained examples, where required, showing some originality • thorough, well-balanced, insightful analysis • explicit judgments/conclusions that are well-supported by evidence/arguments and that include some critical reflection. |
Assessment criteria for the 9-mark extended response
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