WEEKLY LEARNING ACTIVITY SHEETS

Earth and Life Science 11 Quarter 2, Week 3

HOW ANIMALS REPRODUCE

Name :__________________________________________ Grade & Section : Grade 11-TVL/GAS

Subject Teacher : LEONESS B. DEL ROSARIO _______ Score : _______________

Learning Competency:

Describe the different ways of how representative animals reproduce (S11/12LT-IIej-15). Time
allotment: one week

Specific Learning Objectives:

1. Describe the different modes of reproduction;
2. Differentiate asexual reproduction from sexual reproduction;
3. Differentiate external fertilization from internal fertilization;
4. Enumerate the advantages and disadvantages of asexual and sexual reproduction;
5. Construct a concept map on animal reproduction.

Key Concepts

Reproduction
-is a biological process producing offspring that are biologically or genetically similar to
the parents. It is a process that ensures the survival of species. Through it, organism can
pass on their traits to their offspring. These traits are passed on regardless of the type of
reproduction involved.

Sexual Reproduction
- is the process in which new organisms are created, by combining the genetic information
from two individuals of different sexes. The genetic information is carried on chromosomes
within the nucleus of specialized sex cells called gametes. In males, these gametes are
called sperm and in females the gametes are called eggs. During sexual reproduction the
two gametes join together in a fusion process known as fertilization, to create a zygote,
which is the precursor to an embryo offspring, taking half of its DNA from each of its
parents (Editors, 2020).

Sexual reproduction starts with the combination of a sperm and an egg in a process called
fertilization. This can occur either inside (internal fertilization) or outside (external
fertilization) the body of the female (Gair and Molnar 2019).

External fertilization usually occurs in aquatic environments where both eggs and
sperm are released into the water. After the sperm reaches the egg, fertilization takes
place. Most external fertilization happens during the process of spawning where one or
several females release their eggs and the male(s) release sperm in the same area, at the
same time. The release of the reproductive material may be triggered by water

Author: Binnafe M. Malupangue

School/Station: Trento National High School
Division: Agusan del Sur
email address: [email protected]
 temperature or the length of daylight. Some fishes and amphibians reproduced through
external fertilization (Gair and Molnar 2019).

Figure 2:

Philautus
surrufus female from May-Impit,
Mt. Hilong-
hilong,
Municipality of Remedios T. Romualdez,
Agusan del Norte Province. Photo:
RMB.

Figure 1: Bighead catfish,Clarias macrocephalus Clarias (Bighead

Source:https://www.researchgate.net/figure/P catfish)macrocephalus (https://www.aquainfo.org/clarias -

hilautus-surrufus-female-from-May-Impit-Mt-

macrocephalusSource:https://www.aquainfo.org/clarias-bighead-catfish/) - Hilong-hilong-Municipality-of-Remedios
macrocephalus-bighead-catfish/ T_fig19_309224699

Internal fertilization occurs most often in land-based animals, although some aquatic
animals also use this method. Some fishes, mammals including human beings, birds
and reptiles reproduce through internal fertilization. The development of embryo may take
place either internally or externally. Based on this, animals may be classified into three,
namely, oviparous, ovoviviparous and viviparous.

Animals that lay eggs are called oviparous. In oviparity, fertilized eggs are laid outside
the female’s body and develop there, receiving nourishment from the yolk that is a part of
the egg. This occurs in most bony fish, many reptiles, some cartilaginous fish, most
amphibians, two mammals, and all birds.
Reptiles and insects produce leathery eggs, while birds and turtles produce eggs with
high concentrations of calcium carbonate in the shell, making them hard. Chicken
eggs are an example of this type (Gair and Monar 2019).

Animals that lay eggs and develop the eggs inside the mother’s body are called
ovoviviparous. In ovoviviparity, fertilized eggs are retained in the female, but the embryo
obtains its nourishment from the egg’s yolk and the young are fully developed when they
are hatched. It occurs in many invertebrates, and in some fish and reptiles (e.g. the
viper).

Animals that give birth to offspring are called viviparous. In viviparity, the young
develop within the female, receiving nourishment from the mother’s blood through a

Author: Binnafe M. Malupangue

School/Station: Trento National High School
Division: Agusan del Sur
email address: [email protected]
 placenta. The offspring develops in the female and is born alive. This occurs in most
mammals, some cartilaginous fish, and a few reptiles (Gair and Molnar 2019).

Internal fertilization has the advantage of protecting the fertilized egg from dehydration on
land. The embryo is isolated within the female, which limits predation on the young.
Internal fertilization enhances the fertilization of eggs by a specific male. Fewer offspring
are produced through this method, but their survival rate is higher than that for external
fertilization (Gair and Molnar 2019).

A. Oviparity: Philippine wild B.Ovoviviparity: Red-tailed C.Viviparity: Philippine flying chicken ,

Gallus gallus green rat snake, Gonyosoma lemur, Cynocephalus volans
Source:https://www.projectnoah.org/spottings/812 oxycephalum (Source:https://animaldiversity.org/accounts/Cyno
793781/fullscreen (Source:https://www.researchgate.net/figure/Gony cephalus_volans/) osoma-oxycephalum-has-been-collected-
on-

Dinagat-Island-and-in-Agusan-del-Sur this_fig52_309224699)

Figure 3: Internal Fertilization

Asexual Reproduction

-is the production of new individuals from a single parent. This type of reproduction is
generally observed in single-celled organisms. Here no fusion of gametes is involved and
a single parent divides into two or more daughter cells. The offspring produced are
genetically and physically identical to the parent and are known as clones. This happens
not only to animals that are stationary (unable to move) but also to nonstationary
animals.

The following are the different methods of asexual reproduction:

1. Budding- occurs when individuals arise throughout the outgrowths from a parent.
This can create a colony of individuals attached to a parent, such as in corals.
(Teaching Guide for Senior High School Earth and Life Science, p. 225)

Author: Binnafe M. Malupangue

School/Station: Trento National High School
Division: Agusan del Sur
email address: [email protected]
 Figure 3: Budding: Sponges can reproduce asexually by budding
Source: https://www.studyandscore.com/studymaterial-detail/phylumporifera-sexual-and-asexual-
reproduction-in-sponges-and-regeneration-
in-sponges
2. Fission- is the separation/division of an organism to form individuals of approximately
same size. This is usually observed in animal-like protists.
(Teaching Guide for Senior High School Earth and Life Science, p. 225)

Figure 4: Fission: Coral

polyps reproduce
asexually by fission,
where an organism
splits into two separate
organisms.

Source: https://oceanservice.noaa.gov/education/for-students.html

3. Fragmentation and Regeneration- fragmentation is when an animal’s body breaks

into different parts which later regenerate to form several individuals. Sponges,
annelids, cnidarians and tunicates are examples of this mode of reproduction.
(Teaching Guide for Senior High School Earth and Life Science, p. 225)

Figure 5: Annelid Regeneration

Source: https://www.sciencedirect.com/topics/pharmacology-toxicologyand-pharmaceutical-science/
annelid

4. Parthenogenesis- is like apomixes in plants where the egg cell develops without
fertilization. This is exhibited by bees, wasps, lizards, and sharks.
(Teaching Guide for Senior High School Earth and Life Science, p. 225)

Author: Binnafe M. Malupangue

School/Station: Trento National High School
Division: Agusan del Sur
email address: [email protected]
 Figure 6: Parthenogenesis in Bee

Source: http://www.bio.miami.edu/dana/360/360F19_13a.html

Advantages and Disadvantages

• Sexual reproduction is disadvantageous in terms of energy expenditure but is

advantageous due to the genetic variation it creates. It allows organism to perpetuate in
an unstable environment where factors such as diseases can decrease the survival rate of
the population.
• Asexual reproduction is a method of reproduction which lessens energy expenditure in
animals, as fully formed individuals is produced, increasing the chance of survival. One of
the disadvantages is that genetic variation does not occur and therefore, there is no
improvement in the characteristics of the animal. Any change in the animal’s environment
may be fatal to the animal.
Exercises/Activities

Activity No. 1: Picture Analysis

Objective: 1. Describe the different modes of reproduction.
What you need: picture of different animals, sheet of paper, ball pen
What to do:
1. Study the different pictures given below.
2. Describe the different modes of reproduction in two (2) sentences.
3. Write your answers in a sheet of paper.

Describe its mode of reproduction:

Hydra
_________________________________________
_________________________________________
_________________________________________
_________________________________________

Figure 1.1: Hydra, Coelentertra spp.

Source:http://aven.amritalearning.com/index.php?sub=101&brch=296&sim=1495&cnt=3453

Author: Binnafe M. Malupangue

School/Station: Trento National High School
Division: Agusan del Sur
email address: [email protected]
 Describe its mode of reproduction:
Starfish
_________________________________________
_________________________________________
_________________________________________
_________________________________________

Figure 1.2: Chocolate Chip Sea Star, Protoreaster nodosus- Bitoon sa Dagat
Source: https://www.tfhmagazine.com/articles/saltwater/protoreaster-nodosus

Describe its mode of reproduction:

Planaria
_________________________________________
_________________________________________
_________________________________________
_________________________________________

Figure 1.3:
Planaria,
Platyhelminthes
Source:https://socratic.org/questions/what-is-the-difference-between-regeneration-and-fragmentation

Describe its mode of reproduction:

Frog
_________________________________________
_________________________________________
_________________________________________
_________________________________________

Figure 1.4: Platymantis guentheri male (A KU 309208) from Eye Falls, Mt. Hilong-hilong,
Municipality of Remedios T. Romualdez, Agusan del Norte Province. Photo: RMB
(Source:https://zenodo.org/record/984207#.X7E_T2UzZ0w)

Describe its mode of reproduction:

Turtle
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Figure 1.5: Philippine Forest Turtle, Siebenrockiella leytensis- Palawan Forest Turtle Source:
https://en.wikipedia.org/wiki/Philippine_forest_turtle
Guide Questions:
1. How can certain animal produce without two parents?

Author: Binnafe M. Malupangue

School/Station: Trento National High School
Division: Agusan del Sur
email address: [email protected]
 2. How does fragmentation differ from regeneration?

3. Why is regeneration needed for animals undergoing asexual reproduction

through fragmentation?

In activity 1, learning the different modes of reproduction and how it differs from
each other gives you an idea how different animals reproduce their offspring and pass
their traits.

Scoring Rubrics for Questions #1, #2, and #3

3 The student discusses and demonstrates an in-depth understanding of the concept.
2 The student discusses and has considerable understanding of the concept.
1 The student discusses and demonstrates little understanding of the concept.
0 No attempt was made.

Activity No. 2: See The Difference!

Objectives:
1. Differentiate asexual reproduction from sexual reproduction.
2. Enumerate the advantages and disadvantages of asexual and sexual
reproduction. What you need: pen, ruler, bond paper or old calendars (utilized the
back space), and scissors What to do:
1. Construct a Frayer model.
2. Complete the model below based on your understanding about the asexual and
sexual reproduction.

Sample of a Frayer Model

Author: Binnafe M. Malupangue

School/Station: Trento National High School
Division: Agusan del Sur
email address: [email protected]
 Definition Advantages Definition Advantages

Write your answer 1. Write your answer 1.

in one (1) sentence. in one (1) sentence.
2. 2.

ASEX
SEXU
Definit Advanta Definit
SEXUS
ASEXU
Examples UAL Examples AL
AL
Disadvantages Disadvantages
1. 1. 1. 1.
2. 2. 2. 2.
3. 3.

Guide Questions:
1. How sexual reproduction differs from asexual reproduction? Explain your
answer in two (2) sentences.

Author: Binnafe M. Malupangue

School/Station: Trento National High School
Division: Agusan del Sur
email address: [email protected]
 2. What is the role of reproduction in organisms?

Scoring Rubrics for Questions #1 and #2

3 The student discusses and demonstrates an in-depth understanding of the concept.
2 The student discusses and has considerable understanding of the concept.
1 The student discusses and demonstrates little understanding of the concept.
0 No attempt was made.

Activity No. 3: Finding A Perfect Match

Objective: 1. Differentiate external fertilization from internal fertilization.
What you need: picture of different animals, sheet of paper, and ball pen
What to do:
1. Study the different pictures given below.
2. Tell whether the pictures undergone external or internal fertilization.
3. Write EF for external fertilization and IF for internal fertilization.
4. Write your answer in a sheet of paper.

Figure 3.1: Philippine Eagle, Pithecophaga jefferyi – Figure 3.2: Silvery Kingfisher,Alcedo argentata – kasay
Haring Ibon kasay bird
Source:http://davaocitybybattad.blogspot.com/2011/06/king-of- Source:https://www.beautyofbirds.com/silverykingfishers.html
philippine-skies.html

Author: Binnafe M. Malupangue

School/Station: Trento National High School
Division: Agusan del Sur
email address: [email protected]
 Figure 3.3
: Philippine Duck,
Anas luzonica Figure 3.4: Kalinganarrowmouth toad,
Kaloula kalingensis
Source;https://commons.wikimedia.org/wiki/File:Philippine
_ Source:https://en.wikipedia.org/wiki/Kalinga_narrowmouth_toad
Duck_ (Anas_luzonica)_RWD2.jpg

Figure 3.5: Philippine Saltwater Crocodile,Crocodylus Figure 3.6: Fresh Sardenilla,

Sardinella tawilis- Tawilis
mindorensis- Buwaya Source: https://businessmirror.com.ph/2019/02/04/save
-taal-
lake-to-save-the-tawilis/ Sourc
e: https://animalscene.ph/2018/11/14/the-endangered philippine-crocodiles/

Guide Questions:
1. Which of the animals in the pictures undergo external fertilization? Internal
fertilization?

2. How does external fertilization differ from internal fertilization? Explain your
answer in two (2) sentences.

Author: Binnafe M. Malupangue

School/Station: Trento National High School
Division: Agusan del Sur
email address: [email protected]
 In Activity 3, knowing the types of fertilization provides you a better understanding
that not all organisms have the same process of fertilization it varies among organisms.
Some organisms unite their gametes outside the female’s body while other organisms
unite their gametes inside the female’s body.

Scoring Rubrics for Questions #2

3 The student discusses and demonstrates an in-depth understanding of the concept.
2 The student discusses and has considerable understanding of the concept.
1 The student discusses and demonstrates little understanding of the concept.
0 No attempt was made.

Activity No. 4: Concept Map

Objective: 1. Construct a concept map on animal reproduction.
What you need: bond paper, ruler, and pen What to do:
1. Complete the concept map.
2. Use the pool of words in the box to complete the concept map.

Asexual Reproduction Animal Reproduction Internal

Fertilization Sexual Reproduction Budding
Parthenogenesis External Fertilization Fission
Fragmentation Regeneration

Activity No. 5: Enrichment Activity. (The teachers may let the student answer the activity
and be considered as graded performance tasks.)

Author: Binnafe M. Malupangue

School/Station: Trento National High School
Division: Agusan del Sur
email address: [email protected]
What you need: bond paper and pen (Modular Learners); laptop or desktop (Offline Digital
Learners); and laptop or desktop and internet connection (Online Distance Learners) What to do:
1. Study and analyze the given situation.
Situation: Assume that you are a newly hired veterinarian in your hometown.
Part of your advocacy is to protect and conserve animals’ species. How will you be
able to help the proliferation of an animal species through your knowledge about
the different modes of reproduction? Choose one (1) animal in your own locality.

2. Below are options of the activity based on your learning delivery mode. However,
it’s optional. Meaning that you may opt to create an integrative essay even if you
are offline digital learner.
➢ For Modular Learners: write an integrative essay in a bond paper
(Composed of an introduction, body, and a conclusion. Average words
range from 300-500). The output is to be shared to family members or
immediate community.
➢ For Offline Digital Learners: make 3-5 minute interactive presentation
through slide decks and inclusion of self-made videos. The output is to be
shared to family members or immediate community.
➢ For Online Distance Learners: create 3-5 minute blog. The output is to be
shared through social media platforms.
3. Assessment rubrics are provided as your guide in accomplishing your
output.
4. Time allotted to finish the activity is one (1) week.

Scoring Rubrics for Integrative Essay

Criteria 5 4 3 2 1 Rating

Author: Binnafe M. Malupangue

School/Station: Trento National High School
Division: Agusan del Sur
email address: [email protected]
 Write-up report Write-up report Write-up Write-up Write-up report
follows the correct follows the report follows report is easy is unorganized,
arrangement of idea. It correct the correct to understand, difficult to
is easy to understand, arrangement of arrangement neat and understand
Organization follow, and clear to idea. It is easy of idea. It is presentable. It and follow. It is
read; visually to understand, easy to is fairly easy visually
appealing and relevant follow, and clear understand to follow unappealing.
to the discussed ideas. to read. and follow.

The data presented The data The data The data The data
have 100% accuracy. presented have presented presented have presented have
80-99% have 60-79% 40-59% 49% below
The insights are accuracy. accuracy. accuracy. accuracy.
comprehensively
discussed. There is a The insights are The insights The insights The ideas
deep understanding of moderately are minimally unsatisfactoril presented show
Content the idea. The thoughts discussed, discussed, y discussed, no evidence of
are reflective and understood and understood understood insights,
convincing. reflectively and and understanding,
thought of. reflectively reflectively or reflective
Statements are thought of. thought of. thought about
supported by the topic.
experience or related
research.
The insights are The insights are The insights The insights The insights
discussed in neat and presented in are presented are presented are presented
well- presented varied means. in texts and in pure text. with no
through graphical limited creativity at all.
representation, image/s.
Creativity appropriate image
(cut-outs or drawn),
and texts. The writeup
report is visually
appealing to the
readers.

It is shared to 5 It is shared to 5 It is shared to It is shared to Write-up report

readers with complete readers with 2-4 readers 2-4 readers has reached 1
number of feedbacks. incomplete with complete with reader or has
Audience
number of number of incomplete no reader at
feedbacks. feedbacks. number of all.
feedbacks
Total
Teacher Feedback

Source: Adapted Rubrics from DepEd ORDER. No.31, s.2020 pp. 27

Scoring Rubrics for Interactive Presentation

Criteria 5 4 3 2 1 Rating
Organization Presentation follows Presentation Presentation Presentation is Presentation is
the correct follows the follows the easy to unorganized,
arrangement of idea. correct correct understand, difficult to

Author: Binnafe M. Malupangue

School/Station: Trento National High School
Division: Agusan del Sur
email address: [email protected]
 It is easy to arrangement arrangement neat and understand
understand, follow of idea. It is of idea. It is presentable. It and follow. It is
and clear to read; easy to easy to is fairly easy to visually
visually appealing understand, understand, follow. unappealing.
and relevant to the follow and follow.
discussed ideas. clear to read.
The data presented The data The data The data The data
have 100% accuracy. presented presented presented have presented have
have 80-99% have 60-79% 40-59% 49% below
The insights are accuracy. accuracy. accuracy. accuracy.
comprehensively
discussed. There is The insights The insights The insights The ideas
a deep are are minimally unsatisfactorily presented show
understanding of moderately discussed, discussed, no evidence of
the idea. The discussed, understood understood insights,
Content and reflectively understanding,
thoughts are understood and
reflective and and reflectively thought of. or reflective
convincing. reflectively thought of. thought about
the topic.
thought of.
Statements are
supported by
experience or related
research.

The insights are The insights The insights The insights The insights
discussed in varied are discussed are discussed are presented are presented
and interactive in three (3) in (2) in texts and in pure text.
means or multimedia multimedia limited
presentation (slide means and and image/s. No
Creativity decks, graphical interactively interactively evidence of
representation, presented presented. interactive
images, graphics, presentation.
text or self-made
video); visually
attractive to viewers.

It is shared to 5 It is shared to It is shared to It is shared to Write-up report

readers with 5 readers with 2-4 readers 2-4 readers has reached 1
complete number of incomplete with complete with incomplete reader or has
Audience feedbacks. number of number of number of no reader at
feedbacks. feedbacks. feedbacks all.

Total
Teacher Feedback

Source: Adapted Rubrics from DepEd ORDER. No.31, s.2020 pp. 26

Scoring Rubrics for Blog

Criteria 5 4 3 2 1 Rating
Organization Blog follows the Blog follows Blog follows Blog is easy to Blog is
correct the correct the correct understand, unorganized,
arrangement of arrangement arrangement neat and difficult to
presentable. It understand

Author: Binnafe M. Malupangue

School/Station: Trento National High School
Division: Agusan del Sur
email address: [email protected]
 idea. It is easy to of idea. It is of idea. It is is fairly easy to and follow. It is
understand, follow easy to easy to follow. visually
and clear to read; understand, understand, unappealing.
visually appealing follow and follow.
and relevant to the clear to read.
discussed ideas.
The data presented The data The data The data The data
have 100% presented have presented presented have presented have
accuracy. 80-99% have 60-79% 40-59% 49% below
accuracy. accuracy. accuracy. accuracy.
The insights are
comprehensively The insights The insights The insights The ideas
discussed. There is are moderately are minimally unsatisfactorily presented
a deep discussed, discussed, discussed, show no
understanding of understood understood understood and evidence of
Content insights,
the idea. The and and reflectively
thoughts are reflectively reflectively thought of. understanding,
reflective and thought of. thought of. or reflective
thought about
convincing.
the topic.
Statements are
supported by
experience or
related research.
The insights are The insights The insights The insights The insights
discussed in varied are discussed are discussed are presented are presented
and interactive in three (3) in (2) in texts and in pure text.
multimedia means multimedia multimedia limited
or presentation means and and image/s. No
(graphical interactively interactively evidence of
Creativity representation, interactive
presented presented.
appropriate links, presentation.
images, graphics,
text or video);
visually attractive
to readers.

It is shared to 1012 It is shared to It is shared to It is shared to Blogs has

readers with 10-12 readers 5-9 readers 5-9 readers with reached 1-4
complete number with with complete incomplete readers or has
Audience of feedbacks. incomplete number of number of no reader at all.
number of feedbacks. feedbacks
feedbacks.

Total
Teacher Feedback

Source: Adapted Rubrics from DepEd ORDER. No.31, s.2020 pp. 25 Reflections:

As a student and an advocate in animal conservation and preservation. How can

you better protect and conserve the animal species in your own locality by applying your
knowledge in different modes of animal reproduction. Write your 5-sentence answer in a
separate sheet of paper.

Scoring Rubrics for Reflections

Author: Binnafe M. Malupangue

School/Station: Trento National High School
Division: Agusan del Sur
email address: [email protected]
 20 Practical application is scientifically explained consistent to the concepts, and has
no misconception.
18 Practical application is scientifically to the concepts, but with minimal
misconception.
15 Practical application is explained to the concepts but with misconceptions.
0 No discussion.

References for learners:

Books

Vengco, Lilia G., & Religioso, Teresita F. 2016. You And The Natural World Earth and Life Science. Quezon City:
Phoenix Publishing House, Inc.

Dela Cruz, Aileen C. et al. 2016. Teaching Guide for Senior High School Earth and Life Science. Quezon City:
Commission on Higher Education.

Electronic Resources

Gair, Jane and Molnar, Charles. opentextbc.ca. https://opentextbc.ca/biology/chapter/24-2-fertilization/

(accessed November 2, 2020).

Byju's. byjus.com. https://byjus.com/biology/asexual-reproduction-animals/ (accessed Novemeber 3, 2020).

Editors, BD. biologydictionary.net. January 28, 2020. https://bioloydictionary.net/sexual-reproduction/ (accessed

November 3, 2020).

DepEd ORDER. No. 31 s.2020. https://www.deped.gov.ph/wp-content/uploads/2020/10/DO_s2020_031.pdf

(accessed November 15, 2020).

Photo

“Clarias macrocephalus”.Aquainfo.org. Accessed November 15, 2020.

https://www.aquainfo.org/clarias-macrocephalus-bighead-catfish/).

“Philautus surrufus”. Researchgate.net. Accessed November 15, 2020.

https://www.researchgate.net/figure/Philautus-surrufus-female-from-May-Impit-
MtHilong-hilong-Municipality-of-Remedios-T_fig19_309224699.

“Philippine Wild Chicken.”Projectnoah.org. Accessed November 15, 2020.

https://www.projectnoah.org/spottings/812793781/fullscreen.

“Red-tailed Green Rat Snake.”Researchgate.net. Accessed November 15, 2020.

https://www.researchgate.net/figure/Gonyosoma-oxycephalum-has-been-collected-
onDinagat-Island-and-in-Agusan-del-Sur-this_fig52_309224699.

“Philippine flying lemur.Animaldiversity.org. Accessed November 15, 2020.

https://animaldiversity.org/accounts/Cynocephalus_volans/.

“Hydra.” Aven.amritalearning.com.Accessed November 15, 2020.

Author: Binnafe M. Malupangue

School/Station: Trento National High School
Division: Agusan del Sur
email address: [email protected]
 http://aven.amritalearning.com/index.php?sub=101&brch=296&sim=1495&cnt=3453.

“Chocolate Chip Sea Star.” Tfhmagazine.com. Accessed November 15, 2020.

https://www.tfhmagazine.com/articles/saltwater/protoreaster-nodosus
“Platymantis guentheri.” Zenodo.org. Accessed November 15, 2020.
https://zenodo.org/record/984207#.X7E_T2UzZ0w.

“Philippine Forest Turtle.”En.wikipedia.org. Accessed November 15, 2020.

https://en.wikipedia.org/wiki/Philippine_forest_turtle).

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http://davaocitybybattad.blogspot.com/2011/06/king-of-philippine-skies.html.

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https://www.beautyofbirds.com/silverykingfishers.html.

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https://commons.wikimedia.org/wiki/File:Philippine_Duck_(Anas_luzonica)_RWD2.jpg.

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https://en.wikipedia.org/wiki/Kalinga_narrowmouth_toad).

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https://businessmirror.com.ph/2019/02/04/save-taal-lake-to-save-the-tawilis/.

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https://socratic.org/questions/what-is-the-difference-between-regeneration-
andfragmentation

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https://oceanservice.noaa.gov/education/for-students.html.

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http://www.bio.miami.edu/dana/360/360F19_13a.html.

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science/annelid.

Author: Binnafe M. Malupangue

School/Station: Trento National High School
Division: Agusan del Sur
email address: [email protected]