Don Honorio Ventura State University

DON HONORIO VENTURA STATE UNIVERSITY
CANDABA CAMPUS
Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines
ISO 9001: 2015 Pasig,Candaba Pampanga Philippines
Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211
URL: http://dhvsu.edu.ph QMS-Certified
OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN Indexing

Revision No. 00
College of Education Semester 1st Semester
(Bachelor of Elementary Education - General Education) Academic
Year
2020-2021
Institutional Vision, Mission, and Core Values
University Vision
A lead university in producing quality individuals with competent capacities to generate knowledge and technology and enhance professional practices for sustainable
national and global competitiveness through continuous innovation
University Mission
DHVSU commits itself to provide an environment conducive to continuous creation of knowledge and technology towards the transformation of students into globally
competitive professionals through the synergy of appropriate teaching, research, service and productivity functions.
Core Values
 Professionalism
 Excellence
 Good Governance
 Gender Sensitivity and Responsiveness
 Disaster Resiliency
Course Information
g
Teaching Social Studies in Elementary Grades
Course Code Teachelem213E Course Title
(Culture and Geography)
This course will cover the teaching of Social Studies in a continuum curriculum.The course will be the preparation of instructional
Course Description objectives,structuring of the contents,utilization of the appropriate teaching techniques/strategies and preparations of evaluation tools with model
teaching guides in providing teaching experience of Social Studies in Elementary Grades.
Course Credits / Units 3 units No. of Hours/week 1 ½ Face-to-Face 1 ½ Virtual / Online ( Chat Schedule TBA)
Pre-requisite/s None Co-requisite/s None
Course Classification MAJOR Curriculum Basis CMO No. 74, s. 2017 p. 4
No. of Times Revised N/A Date of Revision N/A
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Course Structure
This course will adapt the Blended Learning Approach, which means that Face-to-Face and Distance Education/ Learning modalities will compose the course structure.
Students will participate through varied online strategies and media.
Program Outcomes
PO-001 Demonstrate in-depth understanding of the diversity of learners in various learning areas
PO-002 Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
PO-003 Utilize appropriate assessment and evaluation tools to measure learning outcomes
PO-004 Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
PO-005 Demonstrate positive attributes of a model teacher, both as an individual and as a professional
The Beginning Teacher Indicators (Philippine Professional Standards for Teachers [PPST])
Domain 1: Content Knowledge and Pedagogy Domain 2: Learning Environment Domain 3: Diversity of Learners
1.1.1. Demonstrate content knowledge and its 2.1.1. Demonstrate knowledge of policies, guidelines 3.1.1. Demonstrate knowledge and understanding of
application within and/or across curriculum and procedures that provide safe and secure differentiated teaching to suit the learners’ gender,
teaching areas. learning environments. needs, strengths, interests and experiences.
1.2.1. Demonstrate an understanding of research-based 2.2.1. Demonstrate understanding of learning 3.2.1. Implement teaching strategies that are responsive
knowledge and principles of teaching and environments that promote fairness, respect and to the learners’ linguistic, cultural, socio-
learning. care to encourage learning. economic and religious backgrounds.
1.3.1 Show skills in the positive use of ICT to facilitate 2.3.1. Demonstrate knowledge of managing classroom 3.3.1. Demonstrate understanding of the special
the teaching and learning process. structure that engages learners, individually or in educational needs of learners in difficult
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groups, in meaningful exploration, discovery and circumstances, including: geographic isolation;

hands-on activities within the available physical chronic illness; displacement due to armed
learning environments conflict, urban resettlement or disasters; child
abuse and child labor practices.
1.4.1 Demonstrate knowledge of teaching strategies 2.4.1. Demonstrate understanding of supportive 3.4.1. Demonstrate understanding of the special
that promote literacy and numeracy skills. learning environments that nurture and inspire educational needs of learners in difficult
learner participation. circumstances, including: geographic isolation;
chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child
abuse and child labor practices.
1.5.1 Apply teaching strategies that develop critical 2.5.1. Demonstrate knowledge of learning 3.5.1 Demonstrate knowledge of teaching strategies
and creative thinking, and/or other higher-order environments that motivate learners to work that are inclusive of learners from indigenous
thinking skills. productively by assuming responsibility for their groups.
own learning.
1.6.1 Use Mother Tongue, Filipino and English to 2.6.1. Demonstrate knowledge of positive and non-
facilitate teaching and learning. violent discipline in the management of learner
behavior.
1.7.1 Demonstrate an understanding of the range of
verbal and non-verbal classroom communication
strategies that support learner understanding,
participation, engagement and achievement.
Domain 6: Community Linkages and Domain 7: Personal Growth and

Domain 4: Curriculum and Planning Domain 5: Assessment and Reporting
Professional Engagement Professional Development
4.1.1. Prepare developmentally sequenced 5.1.1. Demonstrate knowledge of the 6.1.1. Demonstrate an understanding of 7.1.1. Articulate a personal philosophy
teaching and learning processes to design, selection, organization and knowledge of learning of teaching that is learner-
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meet curriculum requirements. use of diagnostic, formative and environments that are responsive centered.
summative assessment strategies to community contexts.
consistent with curriculum
requirements.
4.2.1. Identify learning outcomes that are 5.2.1. Demonstrate knowledge of 6.2.1. Seek advice concerning strategies 7.2.1. Demonstrate behaviors that
aligned with learning competencies. monitoring and evaluation of that build relationships with uphold the dignity of teaching as a
learner progress and achievement parents/ guardians and the wider profession by exhibiting qualities
using learner attainment data. community. such as caring attitude, respect and
integrity.
4.3.1. Demonstrate knowledge in the 5.3.1. Demonstrate knowledge of 6.3.1. Demonstrate awareness of existing 7.3.1. Seek opportunities to establish
implementation of relevant and providing timely, accurate and laws and regulations that apply to professional links with colleagues.
responsive learning programs. constructive feedback to improve the teaching profession, and
learner performance. become familiar with the
responsibilities specified in the
Code of Ethics for Professional
Teachers.
4.4.1. Seek advice concerning strategies 5.4.1. Demonstrate familiarity with a 6.4.1. Demonstrate knowledge and 7.4.1. Demonstrate an understanding of
that can enrich teaching practice. range of strategies for understanding of school policies how professional reflection and
communicating learner needs, and procedures to foster learning can be used to improve
progress and achievement. harmonious relationships with the practice.
wider school community.
4.5.1. Show skills in the selection, 5.5.1. Demonstrate an understanding of 7.5.1. Demonstrate motivation to realize
development and use of a variety of the role of assessment data as professional development goals
teaching and learning resources, feedback in teaching and learning based on the Philippine
including ICT, to address learning practices and programs. Professional Standards for
goals. Teachers.
Differentiated Learning Modalities/Strategies
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This revitalized learning structure provides a constructive alignment of the most essential learning outcomes (MELOs) on the basis of differentiated categories of students
that will be reflected in the specific contents of the Course Design Matrix, with the aim of promoting inclusivity in the teaching-learning process.
Categories of Students
Student Category 2
Learning Structure Student Category 1 Student Category 3
(Limited Capacity and/or
(No Capacity and Connectivity) (With Capacity and Full Connectivity)
Weak/Intermittent Connectivity)
Identified Most Essential Learning Program Specialization Outcome 1 – Disciplinal Knowledge
Outcome/s (MELOs) Apply scientific and evidence-based practices to the educational and learning processes
If F2F is not feasible, use:  Asynchronous Learning  Synchronous Learning (e.g.
 Place-based learning  Distance/Blended Learning Webinar applications, Zoom,
 Project-based learning (PBL)  Digital and Non-Digital Platforms Google Meet, Webix, etc.)
 Modular approach (printed task  Print Media  Remote Learning thru Digital
Teaching and Learning Delivery Mode sheets, learning notes, etc.) Platforms (i.e. Learning
Management System such as
Blackboard, Canvas, Brightspace,
Moodle, Google Classroom,
Schoology, Edmodo, etc.)
Any of the following: Any of the following: Any of the following:
 Self-Assessment Checklist  Project-based Assignment  Online Examination
 Portfolio Assessment  Portfolio Assessment  Project-based Assessment
Assessment  Reflective Journals  Written Correspondence  Portfolio Assessment
 Use of Rubrics  Video Presentation of Individual  Reflection/Reaction Paper
Works  Video Presentation of Individual
Works
(Adopted from Vergara, 2020)
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Course Learning Outcomes Vis-à-vis Beginning Teacher Indicators (BTIs) and Program Outcomes (POs)
Course Learning Outcomes

POs
Upon completion of the course, the students should be able to:
demonstrate knowledge and understanding of the mother tongue, both as a subject and as a language of learning, PO-001
CLO-001 including its structure as a language, literature in the mother tongue, methods and techniques of teaching the
language, and research-based best practices in MTB-MLE implementation,
demonstrate pedagogical content knowledge on effective MTB-MLE instruction through the creation of PO-002
CLO-002
developmentally sequenced teaching and learning processes that meet curriculum requirements,
demonstrate knowledge of teaching strategies that promote literacy skills through selecting, developing and using PO-004
CLO-003
varied teaching and learning resources, including ICT, in teaching the mother tongue,
design, select, organize and use appropriate and varied assessment strategies consistent with the MTB-MLE PO-003
CLO-004
curriculum requirements.
Course Design Matrix
INSTRUCTIONAL ASSESSM
DELIVERY DESIGN ENT OF GENDER TIM
VALUES
INTENDED LEARNING COURSE CONTENT/ BTIs REFERENC LEARNIN SENSITIVE E
Distance INTEGRAT
OUTCOMES (ILO) SUBJECT MATTER CLOs ES Face-to- G NESS TAB
Education/ ION
Face OUTCOM (GAD) LE
Learning
ES (ALO)
At the end of the unit, the Vision, Mission, Core 1.1.1 Discussion Teacher provides Oral During the self- week
students must have: Values, and Outcomes Students’ of the synchronous/ recitation of discussion the confidence 1
 internalized and I.1. The University Vision, Handbook Syllabus asynchronous the VMGO following will
demonstrated the vision, Mission and Core class (via Google and written be observed:
mission, core values of Values; Teacher- Sites/ Google test -show respect
the university, the I.2. The College of facilitates Classroom). regardless of
college, and degree Education Mission and discussion gender
Goals; of the Students will be -reduce
 acquainted themselves I.3. The Bachelor of course tasked to answer barriers in
with the course Elementary Education content. the given activities developing a
requirements Outcomes via Google personal and
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GENDER
DELIVERY DESIGN ENT OF VALUES TIM
INTENDED LEARNING COURSE CONTENT/ BTIs REFERENC SENSITIVE
Distance LEARNIN INTEGRAT E
OUTCOMES (ILO) SUBJECT MATTER CLOs ES Face-to- NESS
Education/ G ION TAB
Face (GAD)
Learning OUTCOM LE
Students Classroom ES (ALO) academic
will cite learning success
their ways management created by
to system. sexism
contribute -recognize
their share gender issues
in the arising from
attainment their different
of the social position
University and gender
’s roles.
aspirations
. inculcate
practice on
studies which
explain men
and women
can change for
the better.
1.1.1 Appreciative week
1.Demonstrate in -depth I.Social Studies Discussion Teacher provides Essay recognize Focus 2-3
understanding of the K to 12 Program Electronic about synchronous/ gender issues Development
Araling Panlipunan CLO- References asynchronous Look for arising from
Curriculum 1.Deepening Social 001 (e.g PDF) Teaching class (via Google stories of their different
Studies Social Sites/ Google teachers social position
Studies Classroom). (online) or and gender
2.State the legal basis and 2.Scope and Significance of instruction interview roles
objectives of teaching Social Social Studies Students will be teachers on
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GENDER
Face (GAD)
Learning OUTCOM LE
Studies/ Araling Panlipunan. tasked to answer ES (ALO)
how they
the given activities effectively
3.Trends on Socials via Google implement
3.Examine the alignment of Studies Program Classroom the Social
goals/objectives, learning Studies
standards,sequence,and Corpuz, management program
content in the AP. Brenda B. system. Recitation
Principles of
4. Demonstrate knowledge on Teaching 2.
the key features of the K-12 Quezon City
curriculum through mind map Lorimar
Publishing
5. Demonstrate understanding House 2015
of the contents and processes Victoria
in the teaching,assessment,and ,Pablo J. Art
pedagogical implication of in the
format and intructure of TG’s Elementary
and LM’s School ,
Quezon City .
Alemara .
Phoenix
Publishing
House. 1978
Ulit , Enrique
V. Teaching
the
Elementary
School
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GENDER
Face (GAD)
Learning OUTCOM LE
Subjects ES (ALO)
Corpuz ,
Brenda B
II. DEPED K TO 12
ARALING PANLIPUNAN
CURRICULUM Principles of
Teaching 1 .
1.Nature, Structure,Goals 4th Edition.
1. Demonstrate understanding and Content of K-12 Araling Quezon City .
in the Nature, Goals and Panlipunan as Learning Lorimar
Content of K-12 Araling Area. Publishing
Panlipunan as Learning Area House 2015
1.1 The Conceptual Acero ,
Framework of Victorina C..
Araling Panlipunan Principles of
1.2 Nature and Teaching 1 .
Structure Manila . Rex
1.3 Legal Basis Publishing
1.4 Scope and House 2015
Sequence Corpuz ,
1.5 Legal Basis and Brenda B.
Objectives of Social Principles and
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GENDER
Face (GAD)
Learning OUTCOM LE
Studies Education Strategies of ES (ALO)
Teaching .
2. Araling Panlipunan Quezon City .
2.Evaluate the legal basis and Curriculum Framework Lorimar
objectives of Social Studies Publishing
Education 3. Walkingthrough of House 2003
Araling Panlipunan Gonzalez ,
Curriculum Documents Ma. Minerva
3.1 Standards,Scope A. Teaching
and Sequence Strategies in
the Social
Sciences for
Elementary
Grades.
III. IMPERATIVES TO Quezon
TEACHING ARALING City.KATHA
PANLIPUNAN IN THE Publishing
ELEMENTARY LEVEL Co.,Inc
1. 10 Themes for Social

Studies Program
2. Selected Topics in
Geography and Culture
3. Trend/Issues in Teaching
Social Studies in Primary
Grades
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GENDER
Face (GAD)
Learning OUTCOM LE
ES (ALO)
1. Demonstrate understanding
on the Social Studies Program
2. Discuss trends/issues
concerning in the teaching
Social Studies in the Primary
Grades
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GENDER
Face (GAD)
Learning OUTCOM LE
ES (ALO)
IV. THEORIES, 1.1.1 Teacher provides Written test The teacher Dedication week
APPROACES,METHODS, CLO- AP Discussion synchronous/ on the will use non- Attentiveness 4
AND STRATEGIES 001 Curriculum of the asynchronous various sexist words
SPECIFIC TO TEACHING Guide theories, class (via Google theories during the
SOCIAL STUDIES Learners rationale Sites/ Google discussion
Material AP and Classroom). Recitation
1. Demonstrate understanding 1.1 Theories and Guiding Teachers evidence
on the Theories and The Basic Principles of Social Studies guide Dizon, supporting Students will be
Principles in the Teaching of 1.1.1 Collaborative German, Social tasked to answer
Social Studies Education Contructivism and Bond. Studies the given activities
Experiencial Learning Readings in via Google
the History of Classroom
1.2 Purpose and the Filipino learning
Importance of Social Studies Society Zaide, management
Gregorio. system.
1.3 Competencies of a Pageant of
Social Studies Philippine
History.
Philippine
2. Know the 2. Approaches,Methods and Educational
approaches,methods,and Strategies Company,
strategies in teaching Social Manila, Phils,
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GENDER
Face (GAD)
Learning OUTCOM LE
Studies 2.1 Approaches in © 2003 ES (ALO)
Teaching Social Studies Cabag, R.C.
2.1.1 Conceptual Quizmaster:
Discovery,Inquiry,Integrated Philippine
,Inter-disciplinary,Multi History and
disciplinary Approach Culture. ©
2002
Maguigad,
Rogelio.
Peoples
History of the
1.1.1 Teacher provides Short test Stereotyping Authenticity week
2.2 Methods of Teaching CLO- Philippines. Discussion synchronous/ on the legal will be 5
Social Studies 001 ©2004 of the asynchronous bases of emphasized to
2.2.1 Expository as Danao , Legal class (via Google MTB-MLE be avoided.
Enabling Strategy Carolina P. Bases of Sites/ Google Any gender
et.al , People , Social Classroom). and type of
Places , and Studies person can
Events in the Students’ Students will be communicate
Philippines, class tasked to answer and has the
2006 SIBS participati the given activities right to
Publishing on by via Google express
House Inc. sharing Classroom him/her as the
1104 QC their ideas learning equality of
Philippines De management real numbers.
Guzman , system.
Alladin et.al ,
The Filipino
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GENDER
Face (GAD)
Learning OUTCOM LE
Moving ES (ALO)
Forward ,
2008 REX
Publishing
House , 856
Sampaloc ,
Manila
Punungnbaya
n , Raymundo
et.al , Readers
Digest : The
Philippine
Archipelago ,
Asia
Publishing
Company ,
C&C Offset
Printing Co.,
Ltd. 1998
Corpuz ,
Brenda B.
Principles of
Teaching 2 .
Quezon City .
Lorimar
Publishing
House 2015
Victoria
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GENDER
Face (GAD)
Learning OUTCOM LE
,Pablo J. Art ES (ALO)
in
V. CRAFTING AND 1.1.1 the Teacher provides Create an Students will attentiveness week
IMPLEMENTING LESSON CLO- Elementary Scoring synchronous/ instructional be trained to focus 6
PLAN IN ARALING 001 School , rubric for asynchronous plan using be cautious concentration
PANLIPUNAN Quezon City . lesson class (via Google the ADDIE not to be
Alemara . plan and Sites/ Google design gender biased
1.Prepare lesson plan with 1.Lesson Planning Phoenix worksheet Classroom). template on words,
appropriate objectives and 1.1 Formulating Publishing s sentences, and
instructional materials Objectives House. 1978 Electronic Students will be even activities
1.2 Determining Approach Ulit , Enrique Reference tasked to answer that are about
Teaching and Learning V. Teaching s (e.g the given activities to be
Activities the PDF) PPT via Google delivered.
1.3 Selecting Appropriate Elementary Presentati Classroom roles.
Instructional Materials School on learning
Subjects management
2. Demonstrate selected lesson 2.Demonstration Teaching Corpuz , system.
in Elementary Social Studies Brenda B.
Principles of
Teaching 1 .
4th Edition.
Quezon City .
Lorimar
Publishing
House 2015
Acero ,
Victorina C..
Principles of
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GENDER
Face (GAD)
Learning OUTCOM LE
Teaching 1 . ES (ALO)
Manila . Rex
Publishing
House 2015
Corpuz ,
Brenda B.
Principles and
Strategies of
Teaching .
Quezon City .
Lorimar
Publishing
House 2003
Gonzalez ,
Ma. Minerva
A. Teaching
Strategies in
the Social
Sciences for
Elementary
Grades.
Quezon
City.KATHA
Publishing
Co.,Inc
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GENDER
Face (GAD)
Learning OUTCOM LE
ES (ALO)
2.2.1 Teacher provides RESEARC Generate determinatio week

synchronous/ H : Factors respect for n 7
CLO- asynchronous affecting individual
001 class (via Google success of regardless of
Sites/ Google multilingual gender.
Classroom). ism,
Criticisms
Students will be Against
tasked to answer MTB-MLE
the given activities
via Google
Classroom
learning
management
system.
5.5.1 Discussion Teacher provides Create Students will Creativity/ Week

about the synchronous/ instructional be trained to Effectiveness 8
CLO- Instruction asynchronous materials be cautious
002 al class (via Google that follows not to be
Materials Sites/ Google OBE gender biased
Developm Classroom). framework on words,
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GENDER
Face (GAD)
Learning OUTCOM LE
ent for Students will be ES (ALO) sentences, and
MTB- tasked to answer even activities
MLE the given activities that are about
following via Google to be
OBE Classroom delivered.
framework learning
management
system.
MIDTERM EXAM
1.2.1 Discussion Teacher provides Reflection reduce attentiveness week

about the synchronous/ paper that barriers in 10
CLO- lesson asynchronous will elicit developing a
002 class (via LMS). students’ personal and
Students’ insights academic
class Students will be from the success
participati tasked to answer discussion created by
on by the given activities sexism
sharing via learning
their ideas management
system.
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GENDER
Face (GAD)
Learning OUTCOM LE
ES (ALO)
Examine the Generate Week

effectivenes respect for 11
s of each individual
strategies regardless of
gender.
1.1.1 Discussion Teacher provides Writing and Generate Efficiency/ week

of the synchronous/ critiquing of respect for Attentiveness 12
CL0- lesson asynchronous instructional individual
001 class (via LMS). plan regardless of
Students’ •Micro- gender.
class Students will be teaching
participati tasked to answer
on by the given activities
sharing via learning
system.
5.1.1 Discussion Teacher provides Writing and Reduce Mastery week
of the synchronous/ critiquing of barriers in 13
CLO- lesson asynchronous instructional developing a
004 class (via LMS). plan personal and
Students’ academic
1.1.1 class Students will be Micro- success
participati tasked to answer teaching created by
CLO- on by the given activities sexism.
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GENDER
Face (GAD)
Learning OUTCOM LE
001 sharing via learning ES (ALO)
system.
5.1.1 Discussion Teacher provides Writing and Students will Concentratio week
about synchronous/ critiquing of be trained to n 14
CLO- Assessme asynchronous assessment be cautious
004 nt of class (via LMS). plan not to be
Mother gender biased
Tongue Students will be on words,
tasked to answer sentences, and
Students’ the given activities even activities
class via learning that are about
participati management to be
on by system. delivered.
sharing
their ideas
Discussion Teacher provides Individual Generate Mastery/ week

about the synchronous/ Demonstrati respect for Dependabilit 15-17
1.5.1 of the asynchronous on Teaching individual y
lesson class (via LMS). and regardless of
CLO- Critiquing gender.
002 Students’ Students will be
class tasked to answer
participati the given activities
on by via learning
sharing management
their ideas system.
FINAL EXAM Page 20 of 22

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Note: This course design is flexible and may include additional topics and activities deemed necessary by the instructor/professor.
List of References:
Printed Materials:
1. Don Honorio Ventura State University. (n.d.). DHVSU code. Bacolor, Pampanga: Author.
2. Don Honorio Ventura State University. (n.d.). Student handbook. Bacolor, Pampanga: Author
Criteria for Grading
Class Standing Percentage
Projects 40%
Participation (Online Discussion Forums) 30%
Major Examinations 20%
Hands-on Assignments 10%
TOTAL 100%
Course Policies
 Active Participation is essential to maximum/total learning experience. In a blended learning course, a student is required to participate both on face-to-face and distance
learning modalities. This means that in order to get full credit for participation, a student should have to complete projects, discussion forums, assignments, lesson
assignments and quizzes on a timely basis. Consistent failure to participate in class will result in being dropped from the course.
 In the conduct of any self-paced place-based or online activity (be it a learning task or formative/summative assessment), you are expected to always adhere to the agreed
contents of the Academic Integrity Contract. You shall accomplish the tasks assigned to you with full honesty. You may be allowed (if the instruction permits), to use
credible sources to justify your claims/ideas but must be acknowledged through proper citations. Any form of plagiarism is strictly prohibited.
FINAL EXAM
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Prepared and Submitted by:
Faculty : Gem Era G. Capangpangan, LPT

Email Address : dennisgemera2006@gmail.com
Contact Number : 0968789729
Consultation Hours :
Reviewed and Noted by:
Academic Chairperson
Approved:
Egnr. Rowel D. Waje, MAEd
Director, Lubao Campus
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DON HONORIO VENTURA STATE UNIVERSITY

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN Indexing

Institutional Vision, Mission, and Core Values

groups, in meaningful exploration, discovery and circumstances, including: geographic isolation;

Domain 6: Community Linkages and Domain 7: Personal Growth and

Differentiated Learning Modalities/Strategies

Course Learning Outcomes

Course Design Matrix

1. 10 Themes for Social

2.2.1 Teacher provides RESEARC Generate determinatio week

5.5.1 Discussion Teacher provides Create Students will Creativity/ Week

1.2.1 Discussion Teacher provides Reflection reduce attentiveness week

Examine the Generate Week

1.1.1 Discussion Teacher provides Writing and Generate Efficiency/ week

Discussion Teacher provides Individual Generate Mastery/ week

FINAL EXAM Page 20 of 22

Prepared and Submitted by:

Faculty : Gem Era G. Capangpangan, LPT

Reviewed and Noted by:

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