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

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nor claim ownership over them.

Development Team of the Module

Writer: Editor: Rhodyard U. Oracoy 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

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
 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

1
 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

Is it matter?
Material Pre-Activity Post Activity
Yes/ No/ Yes/ No
Reason Reason
Not sure Not sure
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.

2
 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

3
 Table 2. Properties of Matter
Property Description Example

1. Amount of matter in a body 1 kg of sugar, 200 g of flour

or object
2. Amount of space that a A block of wood that measures 6 cm
body occupies x 5 cm x 4 cm (L x W x H) would
occupy 120 cm3 of space.

3. Mass of matter per unit A sample of vinegar measures 500

volume 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.
4. The inability of two portions
of matter to occupy the The water level rises in a
same space at the same container when an object is
time submerged in it.
5.
The tactile surface
characteristics of a material The wooden surface is rough.
6.
Ability to be hammered into
sheets Gold, silver, and platinum are
7. practical choices in jewelry making.
Ability to be drawn out into
thin wires Copper can be drawn into long thin
8. wires without breaking.
Ability to allow heat and
electricity to pass through Metal baking pans heat up quickly
9. than glasswares.
Ability to be bent without
breaking Paper clips are made from
10. metals that can be shaped and
Ability to return to its bent.
original shape or size after
being distorted 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.

4
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:
Q1.
Pour table salt to the brim of a clean cup. Scrape to level What
the salt so thatisit the taste
appears of the
a cupful resulting
of salt.
mixture (salt solution)?

Transfer the measured salt into a jar or any bigger container.

Q2. Think about salt and water as made
up of tiny particles. Give your reason(s)
Using the same cup, pour distilled or clean tap water upfor
to the
thebrim for a cupful ofyou
observations water.
made in Q1. You
may draw illustrations to support your
Add 2 cups full of water to the salt and mix thoroughly until all the salt dissolves. Taste the resulting solution. (CAUTIO
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
Part B
3. Set aside the glass with food coloring in a
Pour one cup of tap water into a transparent drinking glass.
locker
Add one small drop of food coloring slowly along the side of theor corner ofglass.
transparent your room without
Q6. Describe what you observe after adding the food disturbing
coloring. 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.

5
 Q8. Think about food coloring and water as made up of particles. Give your reason(s) for the observations yo
Part C. Q9. What did you observe? Give reason(s) for your observat
Get inside your room. Close the door and windows. Stand at one corner. Ask someone to spraythe perfume or

What is It
Democritus
THE BEGINNING Aristotle

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.
John Dalton
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.

6
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 Image Source: https://edu.rsc.org
profile of the surface of an atom, and then a computer-generated /cpd/atoms-molecules-and-ions
/3010574.article
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 (H 2O) 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.

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.

7
 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: ACROSS: 1.
1. A unit of length 5. Acronym for
5. 2. 3.
equal to one ten- scanning tunneling
4.
millionth of a microscope
millimeter 6. He used the term
2. Consists of two or 'atomos' 6.
more atoms 7. He formulated
3. He rejected the the atomic theory
idea of atomism of 8. Anything around 7. 8.
matter us
4. Smallest particle 9. He believed all 9.
of matter 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.

8
 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.

9
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 1. https://www.clipartkey.com/view/ihRxob_clip-art-graphic-
royalty-free-transparent-rubber-bands/
D. Ductility 2. https://www.joybuy.com/product/650174982.html

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.

10
 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 Meets Approaching Below Expectation
Expectation (4) Expectation (3) Expectation (2) (1)
Structure well-built and carefully fairly constructed poorly constructed
(Factor: 2) durably constructed constructed
Neatness model is model is neat the model has little model lacks
(Factor: 1) exceptionally neat dirt marks neatness
Creativity exceptionally Creative as to the Fairly creative as to lacks creativity in
(Factor: 2) creative as to the choice of the choice of choosing materials,
choice of materials, materials, color, materials, color, and color, and overall
color, and overall and overall overall presentation presentation
presentation presentation

11
Answer Key Gr8Q3 Module 1
Activity 1: It Does Matter! Q8. The particles of food coloring are able to fit
Table 1 (Post Activity) into the spaces of the water molecules.
Q1. Masses of the samples can be measured. They Q9. Smelled the perfume from a distance. The
all occupy space. perfume particles fit into the wide spaces of
Q2. Yes, each sample occupies space inside the air particles and are scattered throughout the
cup. room.
Q3. The water overflowed. The stone takes up part
of the space previously occupied by water. Activity 4: Are You Puzzled?
Q4. Yes, blowing air inside inflates the balloon. Down: Across:
Q5. Using a weighing scale, mass of samples can angstrom 5. STM
be measured. (mass of sample = mass of sample & molecule 6. Democritus
container - mass of empty container) Aristotle 7. Dalton
Q6. No, heat and light do not have mass. They do atom 8. matter
not occupy space because they are not matter. Thales
Heat is energy in transit and light is a form of Activity 5: Where Do I Belong?
energy. molecule of element - It is composed of the
Activity 2: What Am I? same kind of atom.
1. mass 6. Malleability molecule of compound - It is composed
of different kinds of atoms.
2. volume 7. ductility molecule of compound - It is composed
3. density 8. conductivity of different kinds of atoms, Ca and O.
4. Impenetrability 9. flexibility molecule of element - It is composed of one
5. texture 10.elasticity kind of atom, P.
Activity 3: What is matter made of? molecule of compound - It is composed of two
Q1. The mixture tastes salty. kinds of atoms - carbon and hydrogen.
Q2. The salt is still present though we cannot see it
anymore. The salt particles mixed well with the Activity 6: A House Tour
water particles. (examples of matter in the bedroom) -
Q3. Volume is a little more than 2 but less than 3 Answers may vary
cups. (examples of matter in the living room) -
Q4. The volume of the resulting mixture is less Answers may vary
than the sum of the volumes of the unmixed salt (examples of matter in the kitchen) -
and water. Answers may vary
Q5. This shows that water is made up of tiny (examples of matter in the home garden) -
particles with spaces between them. The salt Answers may vary
particles are able to fit into these spaces because They all have mass and they occupy space.
the salt particles that dissolved are very small. Assessment:
Q6. The food coloring spreads slowly towards the C 6. C 11. A
bottom and began to spread throughout the water. B 7. D 12. D
Q7. After one day, the food coloring has totally A 8. B 13. B
spread throughout the water since the resulting B 9. C 14. B
mixture has a color almost the same as that of the A 10. B 15. A
food coloring.

12
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/d
emocritus.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

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usdFA/s1600/karet+gelang.jpg

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MUUzldDu9C50w3zwwxCwS9KRe9Jg3Nzsw6HsFFxRuCUpaYqlDbzQV33dQ9kPIHSIr
CAhlWcPCA

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F1-water-molecule-friedrich-saurer.html&psig=AOvVaw2BIYuiN-
CFVMFd128z6drq&ust=1610271170596000&source=images&cd=vfe&ved=0CAIQjRx
qFwoTCID3wuHFju4CFQAAAAAdAAAAABAD
 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 Cebuanos, Ilocanos, Subanons, Boholanos, Ilongos,
fair Linger with love and All of them are proud and true
care Region IX our Eden Land
Golden beams of sunrise and sunset
Are visions you’ll never forget Region
Oh! That’s Region IX IX Our..
Eden...
Hardworking people Land...
Abound, Every valleys and
Dale
Zamboangueñ os, Tagalogs, Bicolanos,

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.
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

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.
And when the dark night wraps the graveyar d ar ound
With only the dead in their vigil to see
Break not my repose or the mystery prof ound
And perchance thou mayst hear a sad hymn resound
'T is I, O my country, raising a song unto thee.

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.
And even my grave is remember ed no more
Unmar k' d by never a cr oss nor a stone
Let the plow sw eep through it, the spade turn it o'er
That my ashes may carpet earthly f loor,
Bef ore into nothingness at last they ar e blown.

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.
Then will oblivion 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.

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.
My Fatherland ador' d, that sadness to my sorrow lends
Beloved Filipinas, hear now my last good- by!
I give thee all: par ents and kindred and friends
For I go wher e no slave bef ore the oppr essor bends,
Where faith can never kill, and God reigns e' er on high!

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.
Farew ell to you all, from my soul torn away,
Friends of my childhood in the home dispossessed!
Give thanks that I rest from the wearisome day!
Farew ell to thee, too, sweet friend that lightened my way;
Bel oved creatur es all, farewell! In death ther e 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.”