.

NAME: ___________________________________________ Score: ______________________

GRADE & SECTION ____________________________ Teacher: ___________________

WORKSHEET IN SCIENCE 8
Third Quarter
Week 1 - Day 1

MOST ESSENTIAL LEARNING COMPETENCY

Explain the properties of solids, liquids, and gases based on the particle
nature of matter (S8MT-IIa-b-8)

OBJECTIVE
Identify and describe the classification of matter based on its physical state
(solids, liquids, and gases) S8MT-IIa-b-8.1.1

WHAT’S IN
In Grade 7, you studied other properties of matter. You performed activities to
find out some common properties of solutions. You investigated how fast sugar and salt
dissolve in water. You compared the boiling point of a substance (distilled water) with
that of a mixture (sea water).
Now we will be describing matter based on the properties you will observe,
it is important to know what matter is made of. What makes up matter? What are the
three states of matter? Let us do the following activity to find out!

WHAT’S NEW
Activity 1. WHAT’S THE MATTER?
Directions: Identify which is being shown by the arrow by filling with vowels (A,E,I,O,U) then
answer the questions with Yes or No and determine its state of matter by writing
your answer inside the box provided.
Yes or No State of Matter

M __ N G Does it take up space? ____

__ Does it weigh anything? ____
Can it change its shape? ____
http://opening.download/spring-2020.html

2. W __ T __ R Does it take up space? ____

Does it weigh anything? ____
Can it change its shape? ____

https://www.pinterest.co.uk/pin/732749801859165991/

Does it take up space? ____

3. ST__ __ M Does it weigh anything? ____
Can it change its shape? ____

http://clipart-library.com/clipart/306683.htm
 Answer the questions:
1. What are the three states of matter?
____________________________________________________________________________________________
2. How would you describe the three states of matter based on the activity?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

WHAT’S MORE
Activity 1: SELECT AND CONNECT!
Directions: Determine the descriptions of each state of matter in the
boxes below. Write the letter of your choice in the table.
Some Characteristics of Solids, Liquids and Gases
SOLID LIQUID GAS

retains a fixed D. particles are separated G. particles are able to

volume and shape from each other slide passed each other

B. assumes the shape of E. particles are close H. particles move all

the part of the together and not neatly around and bump
container which it arranged into each other
occupies
F. particles are very close I. particles vibrate in
C. assumes the shape and together and neatly place
volume of its container arranged

Activity 2: THIS IS MATTER!

Directions: Determine shape and volume of each state of matter if it is definite or
indefinite. Draw the symbol inside the circle of your choice.
Shape of
Definite Indefinite solid
Shape of
liquid
Shape of gas
Volume of
solid
Volume of
liquid

WHAT I HAVE LEARNED

TRUE OR FALSE
Directions: Write True if the statement is correct and False if it is incorrect.
__________ 1. Gases have indefinite volume.
__________ 2. All matter have mass and volume.
__________ 3. Solid, liquid and gas are the three states of matter.
__________ 4. Liquids have a definite shape and a definite volume.
__________ 5. Solids have a definite shape but without definite volume.

Week 1 - Day 2

2
 OBJECTIVE
Differentiate the structure of solids, liquids and gases based on its
shape and molecular arrangement (through illustration, etc.)
(S8MT-IIa-b-8.1.2.a)

WHAT’S IN
Earth exists in the form of a solid, liquid, or gas, and are all made of extremely tiny
particles called molecules, but the behaviors of these particles differ in the three phases.
The

following figure illustrates the microscopic differences.

https://www.chem.purdue.edu/gchelp/liquids/character.html#:~:text=Particles%20in%20a%3A,usually%20in%20a
Microscopic view of a gas Microscopic view of a liquid
%20regular%20pattern. Microscopic view of a solid
Particles in a:
o gas are well separated with no regular arrangement.
o gas vibrate, move freely at high speeds. and spreads out to fill any container.
o liquid are close together with no regular arrangement.
o liquid vibrate, move, and slide past each other to takes the shape of its container.
o solid are tightly packed, usually in a regular pattern.
o solid vibrate (jiggle) but generally do not move from place to place and maintains its
shape even without a container.

WHAT’S NEW
Activity 1. PERFECT MATCH!
Directions: Matching Type: Match these things in Column A with their grouped into one
of three states of matter: solid, liquid, or gas in Column B, then in order to figure out its
properties match Column B with Column C.
COLUMN A COLUMN B COLUMN C
1. __ They do not have definite shape and take the
A. Liquid ___ shape of their containers because the atoms are
2. __ spaced farther apart and allow them to move
3. __ around freely.
B. Gas ___ B. They have definite shape and made up of tiny
particles called atoms which packed closely
together.
C. Solid ___ C. They do not have definite shape. The atoms are
close together and can move around. They can
change shape by flowing and they can take the
shape of their containers.

https://www.superteacherworksheets.com/matter/matterarticle_WMTBN.pdf?
up=1466611200

WHAT’S MORE
Activity 1: WHAT MATTERS MOST!
Directions: Given the different illustrations, answer the questions based on your
observations.
______________
_________________

Answer the questions:

Write the examples of solids shown in the second
Answer the questions:
illustration._____________________
Do arrangement
Explain the you think the of bottle is completely
molecules empty? YES or NO If you
in solids.
answered “no”,
_____________________________________
In thewhat
rounddoarea
youonthink
the is in the
right, bottle?
draw circles to represent the
________________________________________________
molecules in a solid.
What happens to the balloon when you squeeze the bottle?
___________________ 3
In the round area on the right, draw circles to represent the
_______________
 Images from file:///C:/Users/User/Downloads/g5-l1.1-sas-matter-is-made-of-particles.pdf

Answer the questions:

Can you force the molecules of a liquid to move closer
together? ___________________
Explain the arrangement of molecules in liquid?
_____________________________________
In the empty round area on the right, draw circles to
represent the molecules of
a liquid. On the line, write down whether the molecules of the
Activity 2. PHASE TO PHASE!
Directions: Answer the questions based on the given illustration.
The illustration shows that sand was poured into a cup.
Answer the questions:
1. When sand is poured, it takes the shape of the cup.
Images from https://www.shutterstock.com/fi/video/clip-28006057-close-up-girls-hand-curingsand-on-beach and
http://www.oogazone.com/2019/best-free-cartoon-empty-cup-vector-library/

2. If you could look at the molecules in a single grain of sand, what state of matter do
you think they would look like most? Solid, Liquid, or Gas? _________________________

file:///C:/Users/User/Downloads/g5-l1.1-sas-matter-is-made-of-particles.pdf

WHAT I HAVE LEARNED

Directions: Complete the statement.

I have learned in the activities that the structure of solids, liquids and gases are …
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

Week 1 - Day 3

OBJECTIVE
▪ Differentiate the structure of solids, liquids, and gases based on its mass and
volume (S8MT-IIa-b-8.1.2.b)

WHAT’S IN
Matter has its physical properties such as mass and volume. Mass is the amount of
material in a matter. Volume is the amount of space being occupied by matter.

WHAT’S NEW
Activity 1: MATTER MATTERS!
Materials:
● Rubik’s cube (or a ball or any small box)

4
 ● 100 mL of water
● uninflated balloons (with at least three different shapes)

There are generally three phases of matter: solids, liquids, and gases. Matter has physical
properties such as mass and volume. Try to differentiate these two properties in each state of
matter by answering the given questions below.
Procedures:
Step 1. Get the Rubik’s cube(or a ball or any small box), observe its physical characteristics.
Does it have mass? ____________________________________________________________
Does it have volume? _________________________________________________________
Step 2: Try to put the Rubik’s cube in different places in your house
(on top of the table, on the chair, or on the floor).
Does the mass of the Rubik’s cube differ? ___________________________________
How about its volume? ________________________________________________________
Step 3: Using a measuring cup, measure 100 mL of water.
Does it have mass? ____________________________________________________________
Does it have volume? _________________________________________________________
Step 4: Try to transfer the water from one container to another.
Does the mass of the water differ? ___________________________________________
How about its volume? ________________________________________________________
Step 5: Get the uninflated balloons, then inflate it.
Does it have mass? ____________________________________________________________
Does it have volume? __________________________________________________________

WHAT’S MORE
Activity 1: PHASE WHAT MATTERS

Study the illustration below. Then, answer the questions that follow. Write the letter of
your answer. (You may have more than one answer).

A B C

1. Which can have a definite volume? _______________________________

2. Which can have a definite mass? __________________________________
3. Which can have a definite mass and volume? ____________________
4. Which cannot have a definite mass and volume? ________________
5. Which can have a definite mass but not its volume? ___________
WHAT I HAVE LEARNED
Directions: Match the following vocabulary words (Column A) with the given definition
(Column B). Write the letter of the correct answer on the blank provided.

A B

_____ 1. matter A. The amount of matter in an object.

_____ 2. volume B. Anything that has mass and takes up space.
_____ 3. mass C. The amount of space that the matter occupies.
_____ 4. weight D. The amount of matter in a given space.
_____ 5. density E. The measure of the pull of gravity between an object and earth.

Week 1 - Day 4
5
 OBJECTIVE
Differentiate the structure of solids, liquids and gases based on its movement
of molecules (through role playing, etc.) S8MT-IIa-b-8.1.2.c

WHAT’S IN
All matter is particulate in nature. This basically means that between
separate bits of matter there are spaces which contain no matter. In science, it is
called the “atomic nature of matter”.

WHAT’S NEW
Activity 1: MATTER MOLECULE MADNESS

Materials:
paper and pen
coloring material
Procedures:
1. All students of this activity are going to be a doodle artist.
2. You can use this graphic to show how the molecules are arranged in each phase .

Image from http://kidssciencesite.blogspot.com/2013/12/as-matter-of-fact.html

3. Illustrate each phase thru doodle art using the following configurations:

A. Solid: Group of students in straight rows and columns to form a solid square.

B. Liquid: Group of students and have them link arms. Flowing past each other!

C. Gas: Each student is their own gas molecule now, free to move about however they
decide!

4. Explain how molecules move or how they are arrange in each phase.
______________________________________________________________________________________________________
______________________________________________________________________________________________________

WHAT’S MORE

Activity 1: PARTICULATE NATURE OF SOLID, LIQUID and GAS

Materials:
three small boxes (with covers) of the same size
marbles (or pebbles or small stones)
Procedures:
1. Label the boxes A, B and C.
2. Completely fill the first box with marbles.
3. Half-fill the second box with marbles and the third box with only a few marbles
(about 1/4 of the box)

6
4. Cover the three boxes. Make sure that the marbles are sealed tightly in the box.
5. Hold one box. Shake each box one at a time.
6. Listen to the sound of each box. Describe these sounds.

Answer the questions:

1. Which box represents the particles in solid? Why?
____________________________________________________________________________________________________
2. Which box represents the particles in liquid? Why?
____________________________________________________________________________________________________
3. Which box represents the particles in gas? Why?
__________________________________________________________________________________________________________________________________________

WHAT I HAVE LEARNED

Simplify the language:

▸Stand up close together, arms linked. Stay still. You are not moving. You are stuck
together, so you cannot change shape. I can see what shape you are.
Which state are you? _______________

▸You have a bit more energy. Now you can move around a little more. Walk around, but
always stay touching at least one other person. So you can change shape but stay the
same size.
Which state are you? ________________

▸Now you have even more energy. You can now move around even more, let go of each
other. You can now change shape and size.
Which state are you? _______________

WRITERS:

DAY 1 - CYNTHIA B. ONG

Master Teacher II, LPNorthNHS
DAY 2 - NECY M. POLICARPIO
Teacher I, LPNorthNHS
DAY 3 - JOY GRACE J. BUENA
Teacher I, LPEastNHS
DAY 4 - CYNTHIA M. BINGCO
Teacher I, LPEastNHS