The Ultimate 101 Prompt Guide: IB Environmental Systems and Societies (Latest Update 2025) - Top Study Guide

The Ultimate 101 Prompt Guide: IB Environmental Systems and Societies (SL)

First Assessment 2026

Introduction

This guide is designed to help IB Environmental Systems and Societies (ESS) educators and students leverage the power of Generative AI. The prompts below are engineered to be specific, actionable, and aligned with the latest IB curriculum (first assessment 2026), providing a robust tool for enhancing teaching and learning. They move beyond simple questions to provide rich context, role-based instructions, and guidance on output formats, ensuring you get the most effective and relevant responses from any AI tool.

How to Use This Guide:

Copy and Paste: Select a prompt that fits your needs. The prompts are designed as templates, ready for immediate use.
Customize: Replace bracketed text [like this] with your specific topic, data, or context. The more specific your input, the more tailored the AI’s output will be. For example, instead of [a local ecosystem], specify [a mangrove ecosystem in the UAE].
Iterate and Refine: If the first AI response isn’t perfect, refine your prompt with more detail or ask for adjustments. Treat it as a conversation. You could add follow-up commands like, “Simplify the language for an ESL student,” “Provide the answer in a table format for easy comparison,” or “Expand on the third point with a real-world example.”

By using these prompts, educators can streamline their workflow, differentiate instruction, and create richer learning experiences. Students can gain deeper conceptual understanding, develop critical thinking skills, and become more effective, self-directed learners ready for the rigors of the IB assessment.

Section 1: Educator Prompts (50)

A. Planning & Preparation (15 Prompts)

Unit Plan Outline: “Act as an IB curriculum developer. Create a detailed unit plan for IB ESS SL Topic 5: Water and aquatic food production systems. The plan should span [four] weeks and include: specific learning objectives from the IB guide, key concepts (storages, flows, transfers, transformations), suggested practical activities (e.g., modeling eutrophication in a jar), formative assessment ideas (e.g., a systems diagram quiz), and explicit connections to TOK, such as ‘How do models like the hydrological cycle simplify complex reality, and what are the implications of this simplification?'”
Lesson Plan Creation: “Generate a detailed 60-minute lesson plan for an IB ESS SL class on Topic 6.3: Photochemical Smog. Include a 5-minute lesson hook (e.g., a striking image of smog in Los Angeles vs. a clear day), direct instruction points covering the formation of tropospheric ozone, a 20-minute small group activity where students analyze data on NOx and VOC levels, and a 5-minute exit ticket quiz asking students to identify the key ingredients and conditions for smog formation.”
Case Study Sourcing: “Find and summarize three diverse, real-world case studies on the environmental impacts of extractive industries (Topic 8.2). One case study should be from an MEDC, one from an LEDC, and one focusing on an indigenous community. For each, provide the location, stakeholders involved (corporation, government, local community), the specific environmental impacts (e.g., water pollution, deforestation), the societal consequences (e.g., displacement, health issues), and any mitigation efforts. Include links to credible academic or NGO sources.”
Lab Activity Design: “Design a simple, classroom-based lab activity to demonstrate the concept of soil texture and porosity (Topic 7.1). Provide a materials list (using common school supplies like plastic bottles, mesh, and soil samples), a step-by-step procedure for a soil shake test and a percolation test, data collection tables (including qualitative observations of settling layers and quantitative measurements of water drainage time), and guiding analysis questions for the conclusion, such as ‘How might the observed properties of each soil type affect agricultural productivity and flood risk?'”
Differentiated Instruction Ideas: “Provide three differentiated learning activities for a mixed-ability IB ESS SL class studying Topic 3.2: Measuring biodiversity. For students needing support, provide a structured worksheet with pre-drawn tables to calculate Simpson’s Diversity Index from a given data set. For on-level students, have them collect ‘species’ data from the schoolyard (e.g., different types of leaves) and calculate the diversity index. For advanced students, ask them to compare the diversity of two different locations and write a short evaluation of the limitations of using a diversity index to represent total biodiversity.”
TOK Link Brainstorm: “Brainstorm five compelling Theory of Knowledge (TOK) discussion questions that connect directly to IB ESS Topic 7: Climate change and energy. Focus on different Areas of Knowledge. For example: (History) ‘How has our understanding of climate changed over time?’ (Human Sciences) ‘How do economic models influence policy decisions on climate change?’ (Ethics) ‘Do MEDCs have a greater ethical responsibility to act than LEDCs?’ (Natural Sciences) ‘What is the role of uncertainty in climate models, and how should policymakers deal with it?'”
IA Topic Scaffolding: “Create a scaffolding worksheet to help IB ESS SL students brainstorm a suitable Internal Assessment (IA) topic. The worksheet should have three sections: 1) ‘Broad Interests’ (e.g., ‘local pollution,’ ‘plant growth,’ ‘waste management’), 2) ‘Focusing the Topic’ with guiding questions (e.g., ‘What specific pollutant? What measurable effect?’), and 3) ‘Formulating the Research Question’ with a template: ‘How does [independent variable] affect [dependent variable], measured by [method of measurement]?'”
Vocabulary List: “Generate a comprehensive vocabulary list with clear, concise definitions for Topic 2: Ecosystems. Organize the terms into three categories: 1) Foundational Concepts (e.g., ecosystem, biome, species, habitat), 2) System Dynamics (e.g., trophic level, food chain, succession, productivity), and 3) Biomes and Limiting Factors (e.g., tundra, desert, salinity, temperature). For 5 key terms, include a ‘common mistake’ section.”
Resource Curation: “Curate a list of 5 high-quality online resources (videos, interactive simulations, recent articles) for teaching Topic 4.3: Human impacts on the atmosphere, focusing on acid deposition. For each resource, provide a brief description, explain how it aligns with the ESS curriculum (e.g., ‘This simulation clearly shows the transformation of primary pollutants into secondary pollutants’), and suggest a specific activity for students to complete while using it.”
Fieldwork Plan: “Develop a detailed plan for a one-day school-based fieldwork trip to investigate zonation in a local ecosystem (e.g., shoreline, forest edge). The plan should include a clear research question, a testable hypothesis, a justification for the chosen sampling strategy (e.g., ‘A line transect is appropriate for showing gradual change along an environmental gradient’), a list of safety considerations, and a data recording sheet designed to minimize error.”
Interdisciplinary Connections: “Suggest three detailed project ideas that connect IB ESS Topic 8.1 (Human population dynamics) with concepts from other IB subjects. For example: 1) (ESS & Economics) A research project analyzing the economic costs and benefits of a national policy to increase the birth rate. 2) (ESS & Geography) A mapping project using GIS data to show the correlation between population density and access to fresh water in a specific region. 3) (ESS & History) An essay exploring how historical events like the Industrial Revolution impacted population growth and resource consumption patterns.”
Syllabus Keyword Explainer: “Explain the IB command terms ‘Evaluate,’ ‘Discuss,’ and ‘To what extent’ in the context of an ESS Paper 2 essay. For each term, provide an example question. For ‘Evaluate,’ outline a structure that includes appraising the strengths and limitations of a specific strategy. For ‘Discuss,’ show how to offer a considered and balanced review that includes a range of arguments and factors. For ‘To what extent,’ explain the need for a clear, substantiated judgment.”
Guest Speaker Briefing: “Write a comprehensive, one-page briefing document for a potential guest speaker, a [local environmental scientist]. The document should introduce the IB ESS course and its interdisciplinary nature, outline the key concepts of Topic 3: Biodiversity and conservation, and suggest specific topics for them to cover that would be relevant to students, such as ‘your personal career path,’ ‘a current research project,’ and ‘the biggest conservation challenges in our region.'”
Debate Topic Formulation: “Formulate a compelling debate topic related to Topic 5.4: Sustainable aquaculture. Phrase it as a clear proposition: ‘This house believes that large-scale, intensive aquaculture is ultimately more sustainable than wild-catch fisheries.’ Provide three supporting arguments for the ‘pro’ side (e.g., reduced pressure on wild stocks, efficiency) and three for the ‘con’ side (e.g., pollution, disease, feed issues) to get students started, including a reference to a specific case study for each side.”
Concept Map Structure: “Create a template for a concept map covering Topic 1: Foundations of Environmental Systems and Societies. The main nodes should be ‘Systems,’ ‘Models,’ ‘Sustainability,’ and ‘Environmental Value Systems.’ Under each node, include prompts for students to fill in connections and examples, such as: (under Systems) ‘Link to an open, closed, and isolated system example,’ and (under EVS) ‘Connect the three main EVSs to a specific environmental issue like deforestation.'”

B. Delivery & Instruction (15 Prompts)

Real-Time Analogy: “Explain the concept of positive and negative feedback loops using a simple, relatable analogy. First, explain the concept technically (a change leading to further change of the same kind vs. a counteracting change). Then, provide a detailed analogy: ‘Negative feedback is like a thermostat in a house; when it gets too hot, the AC turns on to cool it down, restoring balance. Positive feedback is like a microphone squeal; a small sound gets amplified, which gets picked up and amplified again, leading to a runaway effect.’ Then, apply this to an environmental example like permafrost melt.”
Discussion Starter: “Generate five open-ended, higher-order discussion questions to stimulate a class conversation after watching a documentary about plastic pollution in the oceans (Topic 5.3). The questions should move from comprehension to evaluation, such as: 1) ‘Who are the key stakeholders in the plastic economy?’ 2) ‘How does this issue demonstrate the concept of the tragedy of the commons?’ 3) ‘Evaluate the effectiveness of focusing on consumer recycling vs. corporate responsibility.'”
Data for Analysis: “Create a simplified but realistic data set showing the change in atmospheric CO2 concentration (ppm), global average temperature (°C), and Arctic sea ice extent (millions of km²) from 1950 to the present in 10-year intervals. Present it in a table format suitable for a data analysis exercise. Include one anomalous data point and ask students to identify and suggest a possible reason for it.”
Worksheet Creation: “Create a two-part worksheet on the Lincoln Index (capture-mark-recapture). Part A should include a brief explanation of the formula and its assumptions (e.g., no migration, random mixing). Part B should include a fully worked sample problem, two practice problems for students to solve, and one critical thinking question: ‘Describe a scenario where the Lincoln Index would likely produce an inaccurate population estimate and explain why.'”
Role-Play Scenario: “Design a detailed role-play scenario for a town hall meeting about a proposed wind farm project (Topic 7.2). Assign five distinct roles: a renewable energy developer, a local farmer concerned about land use, a tourism business owner worried about aesthetics, a conservationist focused on bird migration routes, and a government official trying to balance economic and environmental goals. Provide each role with a brief description of their perspective, key motivations, and a secret objective.”
Simplifying Complexity: “Simplify the biochemical process of eutrophication (Topic 5.3) into a series of 5-7 clear steps, suitable for a visual storyboard. Use a bulleted list and avoid overly technical jargon. Start with ‘1. Excess nutrients (nitrates/phosphates) from farms enter a lake.’ End with ‘7. The lake becomes an anoxic ‘dead zone,’ unable to support fish.’ For each step, suggest a simple icon or image.”
Model Evaluation: “Act as an ESS examiner. Present a simple, labeled diagram of the global carbon cycle. Then, provide a detailed evaluation of this model, outlining three strengths (e.g., ‘clearly shows major storages,’ ‘illustrates key processes’) and three significant limitations (e.g., ‘doesn’t quantify fluxes,’ ‘oversimplifies ocean chemistry,’ ‘omits the time scale of processes’), explaining each point clearly.”
Ethical Dilemma: “Present a detailed ethical dilemma related to conservation strategies (Topic 3.4). For example, ‘A national park in an LEDC is home to an endangered tiger population but is also the ancestral land of an indigenous community that relies on the forest for survival. Is it ethical to evict the community to create a fully protected reserve for the tigers?’ Frame it for a structured class discussion using an ethical framework (e.g., utilitarian vs. rights-based).”
Infographic Content: “Generate the key text, data points, and suggested icons for a classroom infographic about the advantages and disadvantages of nuclear power (Topic 7.2). Structure the output with clear headings. For ‘Advantages,’ include points on energy density and low GHG emissions. For ‘Disadvantages,’ include points on nuclear waste, accident risk (with specific examples), and decommissioning costs. Include a central, striking statistic.”
Video Script Outline: “Create a script outline for a 3-minute educational video explaining how the greenhouse effect works (Topic 7.1). The script should be conversational and include visual cues for animations. For example: ‘SCENE 1: Show shortwave solar radiation passing through the atmosphere. NARRATOR: “First, energy from the sun reaches the Earth…” SCENE 2: Show Earth’s surface re-radiating longwave infrared radiation. SCENE 3: Show greenhouse gas molecules trapping some of this outgoing radiation.'”
Jigsaw Activity: “Design a comprehensive jigsaw activity for Topic 8.3: Solid domestic waste. Divide the topic into four ‘expert’ groups: 1) Waste disposal options (landfills, incineration) including their environmental impacts; 2) The full life-cycle of recycling, including challenges; 3) Circular economy strategies (composting, anaerobic digestion); 4) Societal strategies for reduction and reuse (e.g., plastic bag taxes). For each sub-topic, provide 3-4 key points and a link to a short article for them to read.”
Case Study Analysis Questions: “Given the following short case study on [the Aral Sea disaster], generate five data-based analysis questions in the style of IB ESS Paper 1. Ensure the questions progress in difficulty, from ‘Identify the main cause of the sea shrinking’ to ‘Calculate the percentage decrease in surface area’ to ‘Explain the feedback loops that accelerated the disaster.'”
Connecting Local to Global: “Provide three detailed examples of how a local environmental issue, such as [the use of pesticides in local agriculture], connects to global environmental systems. Example 1: Impact on the global nitrogen cycle (Topic 2.4) through runoff and denitrification. Example 2: Potential for bioaccumulation in migratory birds. Example 3: Economic connection to global commodity markets that drive intensive farming.”
Misconception Clarification: “Identify and clarify the common student misconception about the difference between the greenhouse effect and ozone depletion. Explain both phenomena correctly, highlighting the different gases involved (GHGs vs. CFCs), the different locations (troposphere vs. stratosphere), and the different mechanisms (trapping heat vs. destroying ozone molecules). Use a clear analogy, like ‘The greenhouse effect is like a blanket, while the ozone layer is like sunscreen.'”
Environmental Value System Quiz: “Create a short, 5-question ‘Which environmental value system are you?’ quiz. The questions should be nuanced, scenario-based dilemmas (e.g., ‘A new dam will provide clean energy for 10,000 people but flood a pristine valley. What is the most important factor in your decision?’). The results should explain whether the user leans towards ecocentric, anthropocentric, or technocentric views, with a brief description of each.”

C. Assessment & Feedback (15 Prompts)

Paper 2 Section B Question: “Act as an IB ESS examiner. Create a 9-mark extended response question for Paper 2, Section B, based on Topic 3.4: Conservation of biodiversity. The question should be: ‘Discuss the view that the conservation of biodiversity is best achieved through the protection of entire ecosystems rather than focusing on individual species.’ Also, provide a detailed markscheme with level descriptors, outlining what is expected for the top mark band (7-9), including the need for specific examples of both approaches (e.g., national parks vs. captive breeding programs).”
Paper 1 Style Question: “Using the provided resource booklet [paste a short article and a data table on deforestation rates], generate three short-answer questions (worth a total of 7 marks) in the style of IB ESS Paper 1. The questions must require direct interpretation of the provided data and text, such as: (a) ‘State the primary cause of deforestation mentioned in the article.’ (2 marks), (b) ‘Calculate the percentage change in forest cover between two given years.’ (2 marks), (c) ‘Using the resources, outline one environmental and one economic impact of this deforestation.’ (3 marks).”
Quiz Generation: “Generate a 10-question multiple-choice quiz on Topic 6: Atmospheric Systems and Societies. The questions should include a mix of knowledge recall and application. Include three ‘distractor’ options for each question that target common student misconceptions. Provide a detailed answer key with brief explanations for why the correct answer is right and why the distractors are wrong.”
IA Feedback Generator: “Act as an experienced IB ESS teacher. Given the following student research question: [student’s RQ], provide constructive, actionable feedback. Structure the feedback into three parts: 1) ‘Clarity and Focus’ (Is it specific enough?), 2) ‘Testability’ (Can a measurable experiment be designed around this?), and 3) ‘Scope’ (Is it manageable for the IA?). Suggest two potential improvements, for example, ‘Consider narrowing your focus from “pollution” to a specific pollutant like “nitrate concentration”.'”
Marking Student Answers: “Using the provided markscheme [paste markscheme], evaluate the following student answer [paste student answer] for a 4-mark question. Award a mark out of 4 and provide feedback using the ‘star and a wish’ format. The ‘star’ (strength) should identify a specific point that met the markscheme criteria. The ‘wish’ (area for improvement) should provide a concrete suggestion, e.g., ‘I wish you had included a specific data point to support your claim.'”
Essay Outline Creator: “For the essay question, ‘To what extent is climate change mitigation the most important response to the climate crisis?’, create a balanced essay outline. Include a nuanced thesis statement, main points for three body paragraphs (e.g., 1. Primacy of mitigation to prevent tipping points, 2. Necessity of adaptation for unavoidable impacts, 3. The role of geoengineering as a controversial third option), and a concluding thought that synthesizes these points rather than just summarizing them.”
Data Interpretation Question: “Create a data interpretation question using a graph that shows Simpson’s Diversity Index for two different habitats (e.g., a primary forest and a palm oil plantation). The question should be multi-part: (a) ‘Identify the more diverse habitat.’ (b) ‘Justify your answer using specific data values from the graph.’ (c) ‘Suggest two reasons for the difference in diversity shown in the graph.'”
Short Answer Question Bank: “Generate 5 short-answer questions (3-4 marks each) covering the key concepts in Topic 5.1: Introduction to water systems. Ensure the questions focus on the application of knowledge, such as: ‘Explain how human activity can impact two different flows in the hydrological cycle,’ and ‘Compare the residence time of water in ice caps and rivers, and explain the significance of this difference.'”
IA Methodology Critique: “Critique the following proposed IA methodology: [paste student’s methodology]. Identify one strength (e.g., ‘Good control of variables’) and two potential weaknesses. For each weakness, provide a specific suggestion for improvement. For example, ‘Weakness: Sample size is too small. Suggestion: Increase the number of trials to at least five to improve the reliability of your results and allow for statistical analysis.'”
Command Term Test: “Create a matching quiz. In one column, list five IB command terms (Outline, Compare, Explain, Justify, Evaluate). In the second column, list their definitions in the context of ESS. Then, add a third column with a generic sentence starter that would be appropriate for each command term (e.g., For ‘Evaluate’: ‘One strength is… however, a limitation is…’). Provide an answer key.”
Rubric Creator: “Create a simplified, student-friendly rubric for a presentation on a specific environmental management strategy. The criteria should be: ‘Understanding of the Issue’ (Explains the problem clearly), ‘Analysis of the Strategy’ (Details how the strategy works), ‘Evaluation of Success’ (Uses evidence to judge effectiveness, considering strengths and weaknesses), and ‘Presentation Skills’ (Clear, engaging, and within the time limit).”
Model Answer Generation: “Write a model 7-mark answer for the question: ‘Explain the role of feedback loops in regulating global temperatures.’ The answer must include specific, detailed examples of one positive feedback loop (e.g., melting of polar ice and reduced albedo) and one negative feedback loop (e.g., increased plant growth due to higher CO2 levels), clearly explaining the mechanism of each.”
Peer-Assessment Form: “Create a detailed peer-assessment checklist for students to use when reviewing each other’s IA introductions. The checklist should be in the form of ‘Yes/No’ questions and include criteria like: ‘Is the environmental context clearly established?’, ‘Is the research question focused and stated as a question?’, ‘Is the hypothesis a testable prediction that links the IV and DV?’, ‘Are key terms defined?'”
Error Analysis: “Here is a common incorrect student statement: ‘Pollution is only caused by humans.’ Provide a detailed correction that first validates the student’s partial understanding (humans are major polluters) and then expands on it. Explain the concept of natural pollutants, giving two distinct examples like volcanic ash from eruptions and methane from wetlands, and explain how they can impact ecosystems.”
Exam Review Sheet: “Generate a one-page summary and review sheet for Topic 8: Human Systems and Resource Use. The sheet should be organized by sub-topic (8.1, 8.2, 8.3) and include key terms with definitions, essential diagrams to be able to draw (e.g., demographic transition model), key case studies to know, and two potential short-answer exam questions that require synthesis of ideas across the topic.”

D. Enrichment & Extension (5 Prompts)

CAS Project Ideas: “Generate three detailed Creative, Activity, Service (CAS) project ideas related to IB ESS. 1) (Creativity) A photojournalism project documenting ‘hidden’ waste streams in the local community, culminating in a school exhibition. 2) (Activity) Planning and executing a ‘bio-blitz’ to catalogue the biodiversity in a local park, then creating a public guide. 3) (Service) Partnering with a local primary school to design and deliver three lessons on composting and waste reduction.”
Connecting to Current Events: “Find a news article from the last month about [a significant wildfire event]. Summarize the article and create three discussion questions that connect it to the ESS syllabus. The questions should encourage synthesis, e.g., 1) ‘How does this event illustrate the concept of a positive feedback loop in relation to climate change (Topic 7.1)?’ 2) ‘Discuss the impact of this fire on ecosystem succession (Topic 2.5).’ 3) ‘Evaluate the different environmental value systems that might clash in the response to this fire.'”
Environmental Documentary Analysis: “Create a critical viewing guide for the documentary [‘Seaspiracy’]. The guide should include: 5 pre-viewing questions to establish prior knowledge; 10 questions to answer during the film that track key claims and data; and 3 post-viewing critical thinking questions that challenge students to evaluate the film’s claims, identify potential bias, and use their ESS knowledge to propose alternative solutions to the problems presented.”
Future Scenarios: “Based on the concept of sustainability (Topic 1.3), create two contrasting, detailed future scenarios for the year 2050 for [a specific city, e.g., Dubai]. One scenario should be based on a ‘business-as-usual’ technocentric approach, and the other on a rapid transition to an ecocentric, sustainable model. Describe the potential environment (air quality, green space), society (transport, housing), and economy (energy sources, main industries) in each scenario.”
Systems Diagram Challenge: “Challenge students to create a detailed systems diagram for a [school cafeteria]. They must identify inputs (food, energy, water, packaging), outputs (food waste, packaging waste, heat, wastewater), storages (food inventory), and flows. Then, ask them to identify three leverage points within the system where a small change could lead to a large improvement in sustainability, and justify their choices.”

Section 2: Student Prompts (50)

A. Understanding Concepts (15 Prompts)

Explain It Simply: “Explain the concept of carrying capacity as if you were talking to a 12-year-old. Use an analogy, like ‘a bathtub can only hold so much water before it overflows,’ and then relate that directly to a population of rabbits in a field, mentioning limiting factors like food and space.”
Concept Comparison: “Create a detailed table that compares and contrasts bioaccumulation and biomagnification. Include columns for: Definition, Process (within one organism vs. up the food chain), Trophic Levels Affected, an Example Toxin (e.g., mercury), and a simple diagram illustrating each process.”
Step-by-Step Process: “Describe the process of primary succession in a temperate forest ecosystem step-by-step, from bare rock to a climax community. Mention the role of pioneer species like lichens in creating soil, the characteristics of intermediate species, and the features of a stable climax community. Explain how GPP and NPP change throughout this process.”
Summarize a Topic: “Summarize the key ideas of IB ESS Topic 1.4: Sustainability in five bullet points. For each point, provide a one-sentence explanation and a real-world example. The points should cover the three pillars (social, environmental, economic), natural capital, natural income, and the role of EIAs.”
Analogy for a System: “Create a simple but detailed analogy to explain the Earth’s energy balance as a system. For example, use a personal bank account: inputs are your salary (incoming solar radiation), outputs are your spending (reradiated heat), and your bank balance is the stored energy (global temperature). Explain how increasing ‘insulation’ (GHGs) affects the balance.”
Define and Give an Example: “Define the term ‘niche’ in the context of ecology, explaining both the fundamental and realized niche. Then, provide the niche of a specific organism like the [red panda], describing its habitat, diet, and key relationships with other species.”
Why Does This Matter?: “Explain why understanding the First and Second Laws of Thermodynamics (Topic 1.3) is fundamental to understanding energy flow in ecosystems. Explain how the First Law relates to energy conservation in food chains and how the Second Law explains the pyramid shape of energy and biomass.”
Visual Explanation Idea: “How could I visually represent the hydrological cycle in a detailed diagram? Describe the key components I must include, distinguishing between storages (e.g., oceans, glaciers, groundwater) and flows (e.g., evaporation, precipitation, runoff). Also, suggest how to show human impacts on the diagram, like building a dam.”
Unpack a Term: “Unpack the term ‘Environmental Impact Assessment (EIA)’. What is it, why is it done, and what are the main steps involved? Explain its purpose as a planning tool before a development project begins and describe the key stages, from baseline study to mitigation recommendations and monitoring.”
Connect Two Topics: “Explain the detailed connection between soil degradation (Topic 7.1) and terrestrial food production (Topic 7.2). Describe how processes like erosion and salinization reduce soil fertility, which in turn lowers crop yields and can threaten long-term food security.”
Real-World Example: “Provide a detailed, real-world example of a tragedy of the commons scenario that is currently in the news. Explain who the ‘users’ are, what the ‘common resource’ is, and why the lack of regulation is leading to its depletion (e.g., overfishing of Bluefin tuna in international waters).”
Clarify a Graph: “Explain how to read a survivorship curve. What do Type I, Type II, and Type III curves tell us about a species’ life history strategy? Provide a clear example of an organism for each type (e.g., human, bird, oyster) and explain the link to their reproductive strategy (K-strategist vs. r-strategist).”
Simplify a Calculation: “Explain how to calculate Net Primary Productivity (NPP) from Gross Primary Productivity (GPP) and Respiration (R). Provide the formula (NPP = GPP – R) and a simple numerical example. Then, explain what each component represents in a real ecosystem like a forest.”
Historical Context: “Provide brief historical context for the Minamata disease case study. What was the pollutant (methylmercury), how did it enter the food chain, how did it affect people (neurological damage), and what was the long-term impact on environmental policy in Japan?”
Acronym Explainer: “What do the acronyms NGO and IGO stand for? Explain the key difference in their structure and funding. Give one example of each type of organization involved in environmental protection (e.g., Greenpeace for NGO, UNEP for IGO) and describe their different approaches to problem-solving.”

B. Practicing & Applying (15 Prompts)

Practice Questions: “Generate five short-answer practice questions for Topic 4.2: Stratospheric ozone, ranging in difficulty. Include one definition question, one process explanation, one question about solutions (the Montreal Protocol), and one ‘compare and contrast’ question (e.g., with global warming). Include a detailed answer key.”
Flashcard Creation: “Create a set of 10 digital flashcards for Topic 2.1: Species and populations. On the front of each card, put a key term (e.g., carrying capacity, limiting factor, population density). On the back, provide a concise definition and a simple sketch or icon to help remember it.”
Data Analysis Practice: “I have the following data set on [a population of rabbits over 20 years]. Help me plot this on a graph, label the axes correctly, and identify the different phases of the logistic (S-shaped) growth curve (lag phase, exponential growth, transitional phase, plateau phase). Also, estimate the carrying capacity from the graph.”
Apply a Concept: “Apply the concept of systems thinking to my [school]. Identify at least three inputs (energy, water, students), three outputs (waste, educated students, heat), two processes (teaching, maintenance), and one positive and one negative feedback loop within the system.”
Solve a Problem: “If a population of 500 organisms has 50 births and 20 deaths in a year, and immigration is 10 while emigration is 5, what is the population growth rate? Show the calculation step-by-step using the full formula: (births + immigration) – (deaths + emigration). Then, express the answer as a percentage change.”
Outline an Essay: “Create a balanced essay outline for the question: ‘Evaluate the use of fossil fuels versus renewable energy sources in providing power for a nation.’ The outline should include a thesis, three body paragraphs (e.g., 1. Economic advantages of fossil fuels; 2. Environmental advantages of renewables; 3. Social/political challenges of transitioning), and a conclusion.”
Critique a Statement: “Critique the statement: ‘Recycling is the best solution to the problem of solid domestic waste.’ Provide two arguments that support this (e.g., reduces landfill use, saves raw materials) and two arguments that challenge it (e.g., energy intensive, can be contaminated, reduction/reuse is better). Conclude with a more nuanced statement.”
Draw a Diagram: “Describe in detail how I would draw a labeled diagram of the nitrogen cycle. List all the key storages (e.g., atmosphere, soil, biomass) and flows/processes (e.g., nitrogen fixation, nitrification, denitrification, assimilation) that I need to include, and specify which processes are carried out by bacteria.”
Case Study Summary: “Summarize the key points of the Chernobyl disaster case study in the format of an IB ESS case study: what happened (the accident), the immediate and long-term environmental impacts (radiation spread, exclusion zone), and the societal responses (evacuation, changes in nuclear safety protocols).”
Mind Map Generation: “Generate a detailed mind map structure for revising Topic 3: Biodiversity and Conservation. Start with the central topic and create main branches for ‘Value of Biodiversity’ (direct and indirect), ‘Threats’ (e.g., habitat loss, pollution), ‘Measuring Biodiversity’ (e.g., Simpson’s Index), and ‘Conservation Strategies’ (in-situ vs. ex-situ, with examples).”
Self-Quiz: “Quiz me on the different soil types (sand, silt, clay). Ask me three questions about their properties (particle size, drainage, nutrient retention, air spaces). After I answer, provide the correct answers with a brief explanation for each property.”
IA Research Question Feedback: “My potential IA research question is: ‘How does pollution affect plants?’ Is this a good research question? If not, help me refine it to be more focused, specific, and testable for an IB ESS IA. For example, suggest changing it to: ‘How does varying concentrations of nitrate fertilizer in water affect the biomass of duckweed (Lemna minor) over a two-week period?'”
Calculate Diversity: “I have the following data from two ecosystems, A and B. Help me calculate the Simpson’s Diversity Index for each, showing the formula and the step-by-step calculation. Then, tell me which one is more diverse and explain what the index value means in terms of species richness and evenness. [Ecosystem A: Species 1-50, Species 2-30, Species 3-20. Ecosystem B: Species 1-80, Species 2-10, Species 3-10].”
Formulate an Argument: “Help me formulate a clear, well-supported argument for why international cooperation is essential for tackling climate change. Provide three distinct points, each supported by a specific example (e.g., 1. Global nature of the problem – GHGs mix in the atmosphere; 2. Economic interconnectedness – carbon leakage; 3. Shared solutions – technology transfer, as outlined in the Paris Agreement).”
Interpret a Diagram: “Show me a diagram of a terrestrial food web. Then, ask me three questions that require me to interpret it: 1) ‘Identify a producer, a primary consumer, and a tertiary consumer.’ 2) ‘Describe one food chain with four trophic levels.’ 3) ‘Predict two potential impacts on the ecosystem if the primary consumer population was wiped out by disease.'”

C. Revising & Consolidating (10 Prompts)

One-Page Summary: “Create a comprehensive one-page revision guide for IB ESS Topic 7: Climate Change and Energy. It should be visually organized with clear headings, bullet points, and bold keywords. Include a section for key diagrams to know (greenhouse effect, feedback loops) and a list of essential case studies (e.g., a specific renewable energy project).”
Key Term Glossary: “Generate a glossary of the 20 most important key terms from the entire IB ESS SL syllabus. For each term, provide a definition and use it in a sentence that demonstrates its meaning in an environmental context.”
Connections Map: “Create a detailed, text-based map showing the connections between water scarcity (Topic 5.2), terrestrial food production (Topic 7.2), and human population growth (Topic 8.1). Use arrows and labels to show the causal links and feedback loops between these three issues.”
Audio Script for Revision: “Write a 3-minute audio script that I can record and listen to for revising the different types of environmental value systems (EVS). The script should be conversational, starting with a general introduction and then explaining ecocentrism, anthropocentrism, and technocentrism with a clear example for each (e.g., how each would approach the issue of deforestation).”
Exam Question Deconstruction: “Take the exam question: ‘Discuss the implications of changing global diets on the environment.’ Break this question down for me. What is the command term (‘Discuss’) asking for? What specific ESS topics does it relate to (e.g., food production systems, water use, climate change)? What should I include in my answer to ensure a balanced review, such as the impacts of increased meat consumption vs. vegetarianism?”
Mnemonic Creator: “Create a simple and memorable mnemonic to help me remember the main layers of the atmosphere in order from the ground up (Troposphere, Stratosphere, Mesosphere, Thermosphere). For example, ‘The Smart Man Takes The Elevator.'”
Topic Checklist: “Create a detailed revision checklist for Topic 2: Ecosystems. List all the sub-topics and key concepts from the IB guide. For each item, include a self-assessment column with options like ‘Confident,’ ‘Need to Review,’ and ‘Don’t Understand,’ so I can track my progress.”
Past Paper Question Analysis: “Find a past IB ESS Paper 2 question related to solid waste management. Analyze it for me: what is the command term asking for, what are the key terms I need to define, what case studies would be relevant, and what would a good, balanced structure for the answer look like?”
Concept to Example Match: “Give me five key ESS concepts (e.g., Albedo, Tipping Point, Climax Community, Negative Feedback, Natural Capital) and five real-world examples in a jumbled list. My task is to match them. Then, provide the correct answers with a short explanation for each match.”
Final Countdown Plan: “Create a detailed 7-day revision plan for the week before my final IB ESS exam. Assign specific topics to each day, ensuring a logical flow. Suggest a specific revision activity for each day (e.g., ‘Day 1: Topics 1 & 2 – Create flashcards and do 5 practice MCQs. Day 5: Timed Paper 2 essay practice. Day 7: Review all mind maps and key terms’).”

D. Preparing for Assessment (10 Prompts)

IA Introduction Draft: “Help me write a draft for the introduction of my IA on [my research question]. It should include: a paragraph establishing the broader environmental context and its importance, a clear statement of my focused research question, and a testable hypothesis that predicts the relationship between my independent and dependent variables. Make it about 200-250 words.”
IA Methodology Plan: “I plan to measure the effect of [independent variable] on [dependent variable]. Help me outline a clear, step-by-step methodology for my IA. The outline should be detailed enough to be replicable and include: a full equipment list (with sizes/precision), a list of at least three controlled variables and how I will control them, the range of my independent variable, and my plan for the number of trials and data collection.”
IA Data Presentation: “What is the best way to present my IA data on [type of data, e.g., plant growth over time]? Should I use a bar chart, a line graph, or a table? Explain the pros and cons of each for my specific data, and help me design a draft table with correct headings and units.”
Paper 1 Practice: “Act as an IB examiner. Create a mini Paper 1 case study (about 300 words and including a graph) about a [hypothetical conflict over water resources between two communities]. Then, generate 3-4 questions based on it, totaling 10 marks, ensuring a mix of command terms (e.g., ‘Identify,’ ‘Calculate,’ ‘Explain’).”
Paper 2 Essay Drill: “Give me a 9-mark Paper 2 essay question on a topic of your choice from the syllabus. Time me for 20 minutes to write an outline. After, I’ll show you my outline, and you can give me detailed feedback on its structure, the relevance of my points, and whether I have included a balanced argument.”
Mark My Essay: “I’ve written an essay on [topic]. Please evaluate it against the IB ESS Paper 2 Section B rubric. Give me a score for each criterion (A, B, C) and provide specific, constructive feedback. For example, under Criterion B, say ‘Your argument is clear, but you need to support it with more specific case study evidence to develop it further.'”
Predicting Exam Questions: “Based on the most recent IB ESS SL syllabus and trends in environmental science, which topics are most likely to appear as the long-answer questions in Paper 2? List five high-probability topics and provide a detailed justification for each, considering their interdisciplinary nature and real-world relevance.”
Unpacking a Markscheme: “Explain the markscheme for a 9-mark ‘To what extent’ question in Paper 2. Break down what I need to do to get into the top mark band (7-9 marks). Explain the importance of a clear, substantiated judgment, a balanced argument, and the use of specific, named examples throughout the essay.”
Answering Data-Based Questions: “Give me three critical tips for answering data-based questions on the ESS Paper 1 exam. For each tip, provide an example. Tip 1: Always quote data with units. Tip 2: Describe the overall trend before noting anomalies. Tip 3: When asked to ‘Explain,’ use your ESS knowledge to interpret the data, don’t just describe it.”
Last-Minute Review: “It’s the night before my ESS exam. Give me a ‘Top 5 Things to Remember’ list that covers key concepts, skills, and exam strategies. The list should include things like ‘Remember the difference between bioaccumulation and biomagnification,’ ‘Always state the formula before you calculate,’ and ‘Don’t forget to include both strengths and weaknesses for “Evaluate” questions.'”

Section 3: Bonus Universal Prompt (1)

The Interdisciplinary Synthesis: “Act as a panel of three experts: an IB ESS specialist, an IB Theory of Knowledge (TOK) teacher, and an IB Creativity, Activity, Service (CAS) coordinator.

Your task is to respond to the following real-world environmental issue: ‘The global decline of bee populations.’

The ESS Specialist must outline the ecological and societal systems involved. This includes explaining the role of bees as keystone species and pollinators in both natural ecosystems and agriculture (Topic 2 & 7). They must detail the potential causes (pesticides like neonicotinoids, habitat loss, climate change, disease) and the cascading impacts on food security and biodiversity. They should also model this as a system, identifying feedback loops (e.g., fewer bees -> less pollination -> fewer plants -> less food for bees).
The TOK Teacher must formulate three distinct knowledge questions that arise from this issue. For example: 1) (Certainty & Evidence) To what extent can we be certain that pesticides are the primary cause, given the complex, interacting variables? (This relates to the methods of the natural sciences). 2) (Values & Ethics) How do our economic values (valuing cheap food) conflict with our ethical responsibilities to protect non-human species? 3) (Perspective) How might an indigenous farmer’s understanding (Ways of Knowing: tradition, intuition) of bee decline differ from that of a corporate scientist (Ways of Knowing: reason, observation), and what are the implications for finding solutions?
The CAS Coordinator must propose a detailed, long-term CAS project for an IB student that addresses this issue at a local level. The project should integrate all three strands: Creativity (designing and planting a ‘pollinator-friendly’ garden on school grounds, creating an awareness campaign with posters and videos), Activity (the physical work of building garden beds and planting), and Service (partnering with a local beekeeper or teaching younger students about the importance of pollinators). The proposal must include measurable outcomes, opportunities for reflection on personal growth, and links to the IB learner profile.

Present the final output in three distinct, clearly-labeled sections, one for each expert’s perspective.”