Republic of the Philippines

Department of Education

Regional Office IX, Zamboanga Peninsula

8 SCIENCE

Quarter 3 - Module 1

THE PARTICLE NATURE OF MATTER

(Properties: Matter and Non-Matter)

Name of Learner: ___________________________

Grade & Section: ___________________________

Name of School: ___________________________

Science – Grade 8 Support Material for Independent Learning Engagement (SMILE) Quarter 3 – Module 1: The Particle Nature of Matter (Properties: Matter and Non-Matter) First Edition, 2021 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government

of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.

Printed in the Philippines by

Department of Education – Region IX – Dipolog City Schools Division

Office Address: Purok Farmers, Olingan, Dipolog City

Zamboanga del Norte, 7100

Telefax: (065) 212-6986 and (065) 212-5818

E-mail Address: dipolog.city@deped.gov.ph

Development Team of the Module

Writer: Rhodyard U. Oracoy

Editor: Michelle G. Pactol

Reviewers: Michelle G. Pactol, Zyhrine P. Mayormita

Layout Artists: Vivian L. Villasan, Chris Raymund M. Bermudo

Management Team: Virgilio P. Batan Jr. - Schools Division Superintendent

Lourma I. Poculan - Asst. Schools Division Superintendent

Amelinda D. Montero - Chief Education Supervisor, CID

Nur N. Hussien - Chief Education Supervisor, SGOD

Ronillo S. Yarag - Education Program Supervisor, LRMS

Zyhrine P. Mayormita - Education Program Supervisor, Science

Leo Martinno O. Alejo - Project Development Officer II, LRMS

Jovencia M. Samante - Public Schools District Supervisor

Josefina S. Tan - School Principal, Cogon NHS

1

What I Need to Know

This module was designed and written in a way that suits your understanding and needs.

The lessons presented will help you acquire mastery in explaining the properties of solids,

liquids, and gases based on the particle nature of matter (S8MT-IIIa-b-8). The module

includes activities on distinguishing matter from non-matter and the composition of which

materials are made of. All these will prepare and help you understand the next lesson. The scope

of this module permits it to be used in many different learning situations. This module is about:

Lesson 1: Matter Specific Objectives: 1. Describe common properties of matter; and 2. Infer from observations about the composition of matter.

What's In

In Grade 7, you recognized a wide array of materials that combine in many ways and

through different processes. By engaging in simple scientific investigations, you classified

materials based on observed properties as homogeneous and heterogeneous mixtures, elements

and compounds, metals and non-metals, and acids and bases.

Not everything is matter nor made of matter. Every day you encounter phenomena (events)

that involve non-matter. By observing things around you, you begin the task of answering the

basic question – What is matter? What are things that are non matter?

Activity 1: It Does Matter! (Matter or Non-Matter)

Objectives: After performing the activity, you should be able to:

1. Describe common properties of matter; and

2. Distinguish properties of matter from non-matter.

Materials Needed:

1 tablespoon of table salt (sodium chloride) in a small cup

1 cup of tap water

1 piece stone

½ cup of rice or corn (grains/kernels or milled)

1 piece balloon (or any cellophane wrap/plastic bag)

4 small wide-mouthed bottles or cups

weighing scale

2

Procedure:

A. Pre-Activity Task:

Answer the Pre-Activity part of the table below. Tell whether the given item is matter

(Yes) or not (No) and give your reason. The "not sure" answer also requires a reason.

Table 1. Identifying Matter

Material

Is it matter?

Pre-Activity Post Activity

Yes/ No/

Not sure Reason

Yes/ No

Not sure Reason

table salt

water

stone

rice (or corn)

the air inside the balloon

heat

light

B. Activity Questions

1. Observe the following materials: table salt, water, stone, rice, or corn.

Q1. What characteristics do you observe in each sample?

_____________________________________________________________________________________

_____________________________________________________________________________________

2. Pour or transfer the table salt to an empty cup. Do the same thing for water, stone, and

rice in separate containers. (Please use clean cups, especially for the salt and rice.)

Q2. Do you think each sample occupies space? Write the reason for your answer.

_____________________________________________________________________________________

_____________________________________________________________________________________

3. Fill an empty cup with water to the brim. Slowly drop a small stone in the cup.

Q3. Describe what happened. Infer why it happened.

____________________________________________________________________________________

____________________________________________________________________________________

4. Blow air into a balloon or plastic bag to inflate it.

Q4. Does air occupy space? How will you prove it using a balloon (or plastic bag)?

____________________________________________________________________________________

____________________________________________________________________________________

5. Place each sample material on a weighing scale (whenever possible).

Note: Never weigh directly on the balance pan. Always use a piece of weighing paper (for dry material) or any container to protect it.

3

Q5. Does each sample (table salt, water, stone, rice or corn, air) have a measurable

mass? Prove your answer by demonstrating and explaining how you measure the

mass of each. Record the mass.

___________________________________________________________________________________

___________________________________________________________________________________

6. Observe the characteristics of heat and light. (You may use any heat and light source.)

Q6. Do you think heat and light have measurable mass? Do they occupy space?

Explain your answer.

____________________________________________________________________________________

____________________________________________________________________________________

C. Post-Activity Tasks

Complete Table 1 (Identifying Matter) by answering the Post Activity column. Some

of your answers may be different from the Pre-Activity Task.

Matter surrounds us on a daily basis. Each has its own unique characteristics that

make it different from others. The characteristics that describe a sample of matter are called

properties. An unknown substance can be identified by observing and measuring its

properties and comparing them to the properties recorded in the chemical literature for

known substances.

What's New

Activity 2: What Am I?

Direction: Identify the property of matter based on the given description and example. Choose

from the options in the Word Pool.

Word Pool

density elasticity mass malleability conductivity

flexibility volume texture density impenetrability

4

Table 2. Properties of Matter

Property Description Example

1. ____________

2. ____________

3. _____________

4. _____________

5._____________

6. _____________

7. ____________

8. ____________

9. ____________

10. ___________

Amount of matter in a body

or object

Amount of space that a

body occupies

Mass of matter per unit

volume

The inability of two portions

of matter to occupy the

same space at the same

time

The tactile surface

characteristics of a material

Ability to be hammered into

sheets

Ability to be drawn out into

thin wires

Ability to allow heat and

electricity to pass through

Ability to be bent without

breaking

Ability to return to its

original shape or size after

being distorted

1 kg of sugar, 200 g of flour

A block of wood that measures 6 cm

x 5 cm x 4 cm (L x W x H) would

occupy 120 cm3 of space.

A sample of vinegar measures 500

ml.

A sample of material whose volume

is 40 cm3 and weighs 20 g has a

property value of 0.50 g/ cm3.

Mercury has more mass per unit

volume and is one of the densest

liquids.

The water level rises in a container

when an object is submerged in it.

The wooden surface is rough.

Gold, silver, and platinum are

practical choices in jewelry making.

Copper can be drawn into long thin

wires without breaking.

Metal baking pans heat up quickly

than glasswares.

Paper clips are made from metals

that can be shaped and bent.

The garter worn around the top of

the stocking stretches and securely

fits the thigh.

Activity 3: What is matter made of?

Objectives:

After performing this activity, you should be able to:

1. Infer from given situations or observable events what matter is made of; and

2. Explain how these observed situations or events give evidence that matter is made of

tiny particles.

5

Materials:

1 cup (or any container, preferably small) food coloring (blue, green, or red)

1 jar (or any bigger container) 1 dropper

1 transparent drinking glass 1 stirrer (plastic coffee stirrer or rod)

table salt cologne or perfume spray

distilled or clean tap water

Procedure:

Pour table salt to the brim of a clean cup. Scrape to level the salt so that it appears a cupful of salt.

2. Transfer the measured salt into a jar or any bigger container. 3. Using the same cup, pour distilled or clean tap water up to the brim for a cupful of water. 4. Add 2 cups full of water to the salt and mix thoroughly until all the salt dissolves. Taste the resulting solution. (CAUTION: Do not taste anything unless specifically told to do so.)

Q1. What is the taste of the resulting

mixture (salt solution)?

Q2. Think about salt and water as made up

of tiny particles. Give your reason(s) for the

observations you made in Q1. You may draw

illustrations to support your reason(s).

5. Measure how many cups of salt solution you

made by pouring it to the same cup you

previously used in procedure 1 & 3.

Q3. How many cups of salt and water

mixture (salt solution) are there?

Q4. Is the volume of the resulting sugar

mixture equal, more than or less than the

total (1 cup salt + 2 cups water) volume of the

unmixed salt and water?

Q5. Think about salt and water as made up

of tiny particles. Give your reason(s) for the

observations you made in Q3. You may draw

illustrations to support your reason(s).

Part B

1. Pour one cup of tap water into a

transparent drinking glass.

2. Add one small drop of food coloring

slowly along the side of the transparent

glass.

Q6. Describe what you observe after

adding the food coloring.

3. Set aside the glass with food coloring in a

locker or corner of your room without

disturbing the setup. Describe the appearance

of the contents of the glass after one day.

Compare it with the appearance when you left

the glass the previous day.

Q7. What happens to the food coloring

dropped in the bottle containing water?

Write all your observations in your

notebook.

6

What is It

THE BEGINNING According to Thales of Miletus, all things came from water, and the Earth itself floats on water. A century after Thales' death, Leucippus, a Greek Philosopher, conceived the idea of indivisible units called atoms (meaning 'uncut'). This idea was developed in the late fifth and early fourth centuries B.C. by Democritus, a student of Leucippus.

Democritus believed that any piece of matter could be divided and subdivided into very small particles, but this process ended at some point when a piece is reached that could not be further divided. His belief about matter being composed of tiny particles led him to use the term atomos (which later became atoms) to describe these ultimate particles. Democritus' ideas about the atom were later challenged by other Greek philosophers, most strongly by Aristotle, who rejected the idea of the atomism of matter.

Today, we know that although atoms are very small, they are not indivisible as Democritus thought, rather they consist of still smaller particles. Democritus was right in one aspect of his belief, that is, atoms are the smallest particles of which substances are made.

JOHN DALTON'S ATOMIC THEORY

In the early nineteenth century, John Dalton, an English scientist,

performed experiments with gases. His results convinced him that matter was made up of tiny, indivisible particles. Dalton observed that the same amounts of hydrogen and oxygen always combine to form a given amount of water. He reasoned that each element must be made of its own unique kind of particle and that these particles combine in simple ways.

Based on his experiments, Dalton developed a theory of the structure

of matter. His theory contained four main concepts: 1. All matter is composed of tiny, indivisible particles called atoms. 2. Atoms of each element are exactly alike. Atoms of different elements are different in some

fundamental way or ways. 3. Atoms can combine with other atoms to form compounds. Atoms can combine in simple

numerical ratios such as 1:1, 1:2, 2:3, and so on. 4. Atoms are reorganized during a chemical reaction but not changed.

Democritus

Aristotle

Q8. Think about food coloring and

water as made up of particles. Give

your reason(s) for the observations you

made in Q6. You may draw

illustrations to justify your reason(s).

Part C.

Get inside your room. Close the door and

windows. Stand at one corner. Ask

someone to spray the perfume or

cologne at the opposite corner of the

Q9. What did you observe? Give reason(s)

for your observation.

John Dalton

7

ATOMS & MOLECULES

An atom is the smallest particle of an element that has all the properties of the element. Atoms are too small to observe. These particles cannot be seen under the high-powered light microscopes used in school laboratories. The size of an atom is measured in Angstroms. One angstrom is a unit of length equal to one ten-millionth of a

millimeter. The best light microscope can magnify an image only about

1,500 times. Electron microscopes create a highly magnified image of up to 1 million times. The scanning tunneling microscope (STM) allows scientists to view and scan the surface of very small particles like atoms. It can magnify an image 10 million times. The STM creates a profile of the surface of an atom, and then a computer-generated model or contour map is produced. So, only a model of the surface of an atom is generated by a computer when a scanning tunneling microscope is used. The picture of atoms generated is unlike the picture we take with our cameras.

A molecule is a particle consisting of two or more atoms combined together in a specific arrangement. It is an electrically neutral particle. It is the smallest particle of an element or compound that can exist independently. For example, a molecule of water (H2O) consists of an oxygen atom combined with two hydrogen atoms. Atoms of the same element can also combine to

form a molecule. For example, oxygen in the air consists of oxygen molecules, which are made up of two oxygen atoms, O2.

In Activity 2, when you mixed salt and water and tasted the resulting solution, it tasted salty because salt is still present, though you cannot see the salt anymore. The volume of the mixture is less than the sum of the volumes of the unmixed salt and water. Why is this so? The water is made of tiny particles, molecules, with spaces between them. Salt is also made up of molecules bigger than the molecules of water. The water molecules could fit in the spaces between the salt molecules or vice versa.

ANALOGY: ATOMS AND POINTILLISM

A good analogy to consider related to matter being composed of tiny particles, is the

pointillist style of painting. The images in a pointillist painting appear continuous, but if one looks closely, the images are actually made of small dots. Pointillism is a method of painting using dots to come up with various effects. The dots are placed singly, in rows, or randomly. These dots can also be in groups, or they can be overlapping. They can be either uniform or varied in size in the same painting. Matter is similarly assembled, with atoms of different elements combining in various ways to give a tremendous variety of substances.

Image Source: https://edu.rsc.org /cpd/atoms-molecules-and-ions

/3010574.article

In Figure 1(a), the image of Dolores F. Hernandez, founding Director of the Science Education Center, now University of the Philippines National Institute for Science and Mathematics Education Development was done through pointillist painting. The image appears continuous. In Figure 1(b), a portion of the painting (boxed in Figure 1a) is blown up to show that the continuous image actually consists of dots. The lightness and darkness of the pigments give volume to the image in order to show smoothness. Similarly, matter, which appears to be continuous like the image in Figure 1(a) is made up of very small particles that cannot be seen with the unaided eye.

8

What's More

Activity 4: Are You Puzzled?

Directions: Complete the crossword puzzle. Identify the word using the given clue. Write

one (1) letter per square.

DOWN:

1. A unit of length

equal to one ten-

millionth of a

millimeter

2. Consists of two or

more atoms

3. He rejected the

idea of atomism of

matter

4. Smallest particle

of matter

ACROSS:

5. Acronym for

scanning tunneling

microscope

6. He used the term

'atomos'

7. He formulated

the atomic theory

8. Anything around

us

9. He believed all

things came from

water

What I Have Learned

Activity 5: Where Do I Belong? Direction: Identify each molecule as that of an element or compound by placing a checkmark (∕ ) under the appropriate column. Give a reason for your answer.

1.

5. 2. 3.

4.

6.

7. 8.

9.

9

What I Can Do

Activity 6: A House Tour!

Objective: After performing the activity, you should be able to identify examples of matter at home.

Procedure: 1. It's time for another quick tour around your house. This time, you get another mission to accomplish. Please bring your paper and pen. Are you ready? Now, start at your bedroom. Look around and observe. List down 5 examples of matter. __________________________________________________________________________________2. It's now time to move on to your next destination - the living room. Observe. List down another 5 examples of matter. __________________________________________________________________________________ 3. Moving on to your favorite destination - the kitchen. Observe. List down 5 examples of matter. _________________________________________________________________________________4. Lastly, proceed to the home garden. Look around. List down 5 examples of

Matter. __________________________________________________________________________________ 5. Congratulations! you just had a quick tour around the place you can compare like no other. Review your lists of examples of matter. Why are they called matter?

__________________________________________________________________________________ __________________________________________________________________________________

Assessment Direction: Circle the letter of the best answer.

1. Which of the following does not describe matter? A. It has mass. B. It has weight. C. It can be seen. D. It occupies space.

2. Which of the following are not considered matter? I. Steam II. Pencil III. Light IV. Space

A. I and II B. III and IV C. II and III D. I and IV

3. Evaluate both statements. Statement 1: Matter is made up of atomic particles. Statement 2: Matter has mass and volume. A. Both statements 1 & 2 are true. B. Statement 1 is true, while statement 2 is false. C. Statement 1 is false, while statement 1 is true. D. Both statements are false.

10

4. Which does not occupy space? A. leaf B. heat C. air D. hair

5. Which property is common to any form of matter?

A. Density B. Malleability C. Conductivity D. Flexibility

6. What property do these objects exhibit? A. Brittleness B. Malleability C. Elasticity D. Ductility

7. Which of the following statements does not conform to Dalton's concepts about matter? A. Matter is made up of tiny particles called atoms. B. Atoms of different elements have different masses.

C. Atoms combine to form molecules. D. Atoms of different elements are alike.

8. If you dissolved 1 cup of sugar in 4 cups of water, what is the resulting volume of the mixture?

A. equal to 5 cups B. less than 5 cups C. more than 5 cups D. cannot be determined

9. What happens to the salt particles when dissolved in water? The salt particles ___________. A. vanished in air B. undergo changes and become water particles C. fit in the spaces between water particles and vice versa D. are completely covered by the thin film of the water particles

10. What is the smallest particle of water? A. Atom B. Molecule C. Element D. Compound

11. What unit is used to measure the size of an atom?

A. angstrom B. mile C. milliliter D. ounce

12. Which statement about a molecule is incorrect? A. A molecule is electrically neutral. B. A molecule is composed of two or more atoms. C. A molecule is the smallest particle of a compound. D. A molecule can be seen by an unaided eye.

1. https://www.clipartkey.com/view/ihRxob_clip-art-graphic-

royalty-free-transparent-rubber-bands/ 2. https://www.joybuy.com/product/650174982.html

11

13. How many kinds of molecules are there in a mixture of sugar and water? A. one B. two C. hundreds D. Millions

14. How many kinds of atoms are there in the picture on the right?

A. one B. two C. three D. Four

15. Why can you smell perfume from a distance? A. The particles of perfume scatter with the air. B. The particles of perfume become stronger in the air. C. The particles of perfume multiply in the air. D. All of the above.

Additional Activities Activity 7: Molecular Model

Directions: Make a molecular model using Styrofoam balls (paper, clay, or any substitute) and

sticks. You may paint the balls. Choose only one from among the given molecules.

Water (H2O), Carbon Dioxide (CO2), or ozone (O3)

RUBRIC Exceeds

Expectation (4) Meets

Expectation (3) Approaching

Expectation (2) Below Expectation

(1)

Structure (Factor: 2)

well-built and durably constructed

carefully constructed

fairly constructed poorly constructed

Neatness (Factor: 1)

model is exceptionally neat

model is neat the model has little dirt marks

model lacks neatness

Creativity (Factor: 2)

exceptionally creative as to the choice of materials, color, and overall presentation

Creative as to the choice of materials, color, and overall presentation

Fairly creative as to the choice of materials, color, and overall presentation

lacks creativity in choosing materials, color, and overall presentation

12

Answer Key Gr8Q3 Module 1

Activity 1: It Does Matter! Table 1 (Post Activity) Q1. Masses of the samples can be measured. They all occupy space. Q2. Yes, each sample occupies space inside the cup. Q3. The water overflowed. The stone takes up part of the space previously occupied by water. Q4. Yes, blowing air inside inflates the balloon. Q5. Using a weighing scale, mass of samples can be measured. (mass of sample = mass of sample & container - mass of empty container) Q6. No, heat and light do not have mass. They do not occupy space because they are not matter. Heat is energy in transit and light is a form of energy. Activity 2: What Am I?

1. mass 6. Malleability

2. volume 7. ductility 3. density 8. conductivity

4. Impenetrability 9. flexibility 5. texture 10.elasticity Activity 3: What is matter made of? Q1. The mixture tastes salty. Q2. The salt is still present though we cannot see it anymore. The salt particles mixed well with the water particles. Q3. Volume is a little more than 2 but less than 3 cups. Q4. The volume of the resulting mixture is less than the sum of the volumes of the unmixed salt and water. Q5. This shows that water is made up of tiny particles with spaces between them. The salt particles are able to fit into these spaces because the salt particles that dissolved are very small. Q6. The food coloring spreads slowly towards the bottom and began to spread throughout the water. Q7. After one day, the food coloring has totally spread throughout the water since the resulting mixture has a color almost the same as that of the

food coloring.

Q8. The particles of food coloring are able to fit into the spaces of the water molecules. Q9. Smelled the perfume from a distance. The perfume particles fit into the wide spaces of air particles and are scattered throughout the room. Activity 4: Are You Puzzled? Down: Across: angstrom 5. STM molecule 6. Democritus Aristotle 7. Dalton atom 8. matter

Thales Activity 5: Where Do I Belong? molecule of element - It is composed of the same kind of atom. molecule of compound - It is composed of different kinds of atoms. molecule of compound - It is composed of different kinds of atoms, Ca and O. molecule of element - It is composed of one kind of atom, P. molecule of compound - It is composed of two kinds of atoms - carbon and hydrogen. Activity 6: A House Tour (examples of matter in the bedroom) - Answers may vary (examples of matter in the living room) - Answers may vary (examples of matter in the kitchen) - Answers may vary (examples of matter in the home garden) - Answers may vary They all have mass and they occupy space. Assessment: C 6. C 11. A B 7. D 12. D A 8. B 13. B B 9. C 14. B A 10. B 15. A

References

Sinugbuhan, R.L. and Villamil, A.M. 2009. Science & Technology: Integrated Science. Abiva Publishing House, Inc.

Mendoza, Reyes, et al. 2003. Integrated Science. Phoenix Publishing House, Inc. Mendoza, E.E. and Religioso, T.F. 1997. You and The Natural World Series: Chemistry. Phoenix Publishing House, Inc Magleo, L.A. and Bernas, V.S. 2011. Exploring the Realms of Science: Integrated Science. JO-ES Publishing House, Inc. Zumdahl, Steven S. 1986. Chemistry. D.C. Heath and Company Department of Education (2013). Science 8 Learner's Material. First Edition. Department of

Education-Bureau of Learning Resources (DepEd-BLR) Department of Education (2013). Science 8 Teachers Guide. First Edition. Department of

Education-Bureau of Learning Resources (DepEd-BLR) Image credits: Colorful rubber band texture. https://sites.google.com/site/keepingit2cocfcngroup/_/rsrc/1468751494869/democritus/democritus.jpg https://c8.alamy.com/comp/HRP6R8/aristotle-ancient-greek-philosopher-HRP6R8.jpg https://www.sciencehistory.org/sites/default/files/styles/standard_profile_image/public/hi

storical_profile/dalton1-profile.jpg?itok=XNcPaFlr&timestamp=1575495857 https://scienceintenerias.weebly.com/uploads/1/7/2/6/17266312/molecules-air.gif https://ak.picdn.net/shutterstock/videos/17723095/thumb/8.jpg https://ak.picdn.net/shutterstock/videos/17723095/thumb/8.jpg https://d1whtlypfis84e.cloudfront.net/guides/wp-

content/uploads/2018/01/30053209/13580404724_f31e42ba8c_b-300x217.jpg https://www.mathworksheets4kids.com/science/atoms-molecules/color/elements-

compounds-cut-glue.pdf https://2.bp.blogspot.com/-hh-r5zW5AlE/UqaKvVbLTYI/AAAAAAAAABs/2xVbg-

usdFA/s1600/karet+gelang.jpg https://lh3.googleusercontent.com/proxy/B3PXXDeSj6UxobFkat4Q23ZTJxiA7yt_bJY-

MUUzldDu9C50w3zwwxCwS9KRe9Jg3Nzsw6HsFFxRuCUpaYqlDbzQV33dQ9kPIHSIrCAhlWcPCA

https://www.google.com/url?sa=i&url=https%3A%2F%2Ffineartamerica.com%2Ffeatured%2

F1-water-molecule-friedrich-saurer.html&psig=AOvVaw2BIYuiN-CFVMFd128z6drq&ust=1610271170596000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCID3wuHFju4CFQAAAAAdAAAAABAD

Region IX: Zamboanga Peninsula Hymn – Our Eden Land Here the trees and flowers bloom

Here the breezes gently Blow,

Here the birds sing Merrily,

The liberty forever Stays,

Here the Badjaos roam the seas

Here the Samals live in peace

Here the Tausogs thrive so free

With the Yakans in unity

Gallant men And Ladies fair

Linger with love and care

Golden beams of sunrise and sunset

Are visions you’ll never forget

Oh! That’s Region IX

Hardworking people Abound,

Every valleys and Dale

Zamboangueños, Tagalogs, Bicolanos,

Cebuanos, Ilocanos, Subanons, Boholanos, Ilongos,

All of them are proud and true

Region IX our Eden Land

Region IX

Our..

Eden...

Land...

My Final Farewell Farewell, dear Fatherland, clime of the sun caress'd

Pearl of the Orient seas, our Eden lost!,

Gladly now I go to give thee this faded life's best,

And were it brighter, fresher, or more blest

Still would I give it thee, nor count the cost.

On the field of battle, 'mid the frenzy of fight,

Others have given their lives, without doubt or heed;

The place matters not-cypress or laurel or lily white,

Scaffold or open plain, combat or martyrdom's plight,

T is ever the same, to serve our home and country's need.

I die just when I see the dawn break,

Through the gloom of night, to herald the day;

And if color is lacking my blood thou shalt take,

Pour'd out at need for thy dear sake

To dye with its crimson the waking ray.

My dreams, when life first opened to me,

My dreams, when the hopes of youth beat high,

Were to see thy lov'd face, O gem of the Orient sea

From gloom and grief, from care and sorrow free;

No blush on thy brow, no tear in thine eye.

Dream of my life, my living and burning desire,

All hail ! cries the soul that is now to take flight;

All hail ! And sweet it is for thee to expire ;

To die for thy sake, that thou mayst aspire;

And sleep in thy bosom eternity's long night.

If over my grave some day thou seest grow,

In the grassy sod, a humble flower,

Draw it to thy lips and kiss my soul so,

While I may feel on my brow in the cold tomb below

The touch of thy tenderness, thy breath's warm power.

Let the moon beam over me soft and serene,

Let the dawn shed over me its radiant flashes,

Let the wind with sad lament over me keen ;

And if on my cross a bird should be seen,

Let it trill there its hymn of peace to my ashes.

Let the sun draw the vapors up to the sky,

And heavenward in purity bear my tardy protest

Let some kind soul o 'er my untimely fate sigh,

And in the still evening a prayer be lifted on high

From thee, 0 my country, that in God I may rest.

Pray for all those that hapless have died,

For all who have suffered the unmeasur'd pain;

For our mothers that bitterly their woes have cried,

For widows and orphans, for captives by torture tried

And then for thyself that redemption thou mayst gain

And when the dark night wraps the graveyard around

With only the dead in their v igil to see

Break not my repose or the mystery profound

And perchance thou mayst hear a sad hymn resound

'T is I, O my country, raising a song unto thee.

And even my grave is remembered no more

Unmark'd by never a cross nor a stone

Let the plow sweep through it, the spade turn it o 'er

That my ashes may carpet earthly f loor,

Before into nothingness at last they are blown.

Then will obliv ion bring to me no care

As over thy vales and plains I sweep;

Throbbing and cleansed in thy space and air

With color and light, with song and lament I fare,

Ever repeating the faith that I keep.

My Fatherland ador'd, that sadness to my sorrow lends

Beloved Filipinas, hear now my last good-by!

I give thee all: parents and kindred and friends

For I go where no slave before the oppressor bends,

Where faith can never kill, and God reigns e'er on high!

Farewell to you all, from my soul torn away,

Friends of my chi ldhood in the home dispossessed!

Give thanks that I rest from the wearisome day!

Farewell to thee, too, sweet friend that lightened my way;

Beloved creatures al l, farewell ! In death there is rest !

I Am a Filipino, by Carlos P. Romulo I am a Filipino–inheritor of a glorious past, hostage to the uncertain

future. As such I must prove equal to a two-fold task–the task of

meeting my responsibility to the past, and the task of performing

my obligation to the future.

I sprung from a hardy race, child many generations removed of

ancient Malayan pioneers. Across the centuries the memory comes

rushing back to me: of brown-skinned men putting out to sea in

ships that were as frail as their hearts were stout. Over the sea I see

them come, borne upon the billowing wave and the whistling wind,

carried upon the mighty swell of hope–hope in the free abundance

of new land that was to be their home and their children’s forever.

I am a Filipino. In my blood runs the immortal seed of heroes–seed

that flowered down the centuries in deeds of courage and defiance.

In my veins yet pulses the same hot blood that sent Lapulapu to

battle against the first invader of this land, that nerved Lakandula

in the combat against the alien foe, that drove Diego Silang and

Dagohoy into rebellion against the foreign oppressor.

The seed I bear within me is an immortal seed. It is the mark of my

manhood, the symbol of dignity as a human being. Like the seeds

that were once buried in the tomb of Tutankhamen many thousand

years ago, it shall grow and flower and bear fruit again. It is the

insignia of my race, and my generation is but a stage in the

unending search of my people for freedom and happiness.

I am a Filipino, child of the marriage of the East and the West. The

East, with its languor and mysticism, its passivity and endurance,

was my mother, and my sire was the West that came thundering

across the seas with the Cross and Sword and the Machine. I am of

the East, an eager participant in its spirit, and in its struggles for

liberation from the imperialist yoke. But I also know that the East

must awake from its centuried sleep, shake off the lethargy that has

bound his limbs, and start moving where destiny awaits.

I am a Filipino, and this is my inheritance. What pledge shall I give

that I may prove worthy of my inheritance? I shall give the pledge

that has come ringing down the corridors of the centuries, and it

shall be compounded of the joyous cries of my Malayan forebears

when first they saw the contours of this land loom before their eyes,

of the battle cries that have resounded in every field of combat from

Mactan to Tirad Pass, of the voices of my people when they sing:

“I am a Filipino born to freedom, and I shall not rest until freedom

shall have been added unto my inheritance—for myself and my

children and my children’s children—forever.”