D.

Anticipated Results:
I. The students will collect air that is odorless and colorless. After they have collected their air, they will twist
the bag to trap it. They can then feel the firmness of the bag, demonstrating that the bag is not empty.
INTRODUCTION
E. Questions forclothes
Discussion:
Everything, from the you are wearing to the air you breath is matter. Matter is very important. Matter
1. What was filling the bags?
makes up everything including living things like plants and people. It also makes non-living things such as tables
2. Can Things
we catch asair
bigunder
as anthe bench or or as
behind thea door?
and chairs. elephant tiny as grain of sand on a beach are matter.
3. Is the air the same everywhere?
Everything is matter and matter comes in three different states: solid, liquid and gas. That means that
4. Howiselse cana we fill athe bag?or a gas. Each state has properties.
everything either solid, liquid,
5. Would the material in the bag be the same if we blew in it?
D. Anticipated Results:
6. How can we keep the bag inflated?
The students will collect air that is odorless and colorless. After they have collected their air, they will
twist the bag to trap it. They can then feel the firmness of the bag, demonstrating that the bag is not
II. F. Explanation:
LEARNING empty. COMPETENCY:
Air is found
Explain the everywhere.
properties of solids,The plastic
liquids bags may be filled with
and gases air above the table, under the table, behind
OBJECTIVES:
thebased
door or on anywhere
the particle else.
nature The
of bags can
matter (S8MTalso
be inflated by blowing
Describe in them,
the but then theproperties
common bags wouldof
E. Questions for Discussion:
contain exhaled air. This air is different because it has a higher percentage of carbon dioxide (CO ) and
IIIa-b-8)
1. What was filling the bags? matter. 2
III. more 2.
water Can
vapor. we catch air under the bench or behind the door?
Infer from the given situations or
When the 3. Is the bag
filled air the same everywhere?
is slammed between the two palms of theobservable
hands, it willevents
burst with a loud
what pop. is
matter This
made
explosion4.isHow caused elseby can thewe fill theexpansion
sudden bag? of the air rushing out of the torn plastic bag. An common
Science Learners Material in Grade 8
example 5. of Would
this is athe material
popping
of.
in the bag be the same if we blew in it?
balloon.
www.google.com
6. How can we keep the bag inflated?
REFERENCES:
PART B
IV. LESSON D. PROPER KEEP
Explanation: PAPER DRY UNDER WATER
Air is found everywhere. The plastic bags may be filled with air above the table, under the table,
A. Question:
behind the Is door
it possible
PRELIMINARY ACTIVITY to keepelse.
or anywhere something dry can
The bags underwater?
also be inflated by blowing in them, but then the bags
would contain exhaled air. This air is different because it has a higher percentage of carbon dioxide
(CO ) and more water vapor.
Look at the2picture of an inflated balloon. What do these dots inside the balloons represent?
When the filled bag is slammed between the two palms of the hands, it will burst with a loud pop. This
explosion is caused by the sudden expansion of the air rushing out of the torn plastic bag. An common
example of this is a popping balloon.

PART B
KEEP PAPER DRY UNDER WATER

B. Question: Is it possible to keep something dry underwater?

B. Materials Needed:
ACTIVITY: PROPERTIES OF MATTER
1. One dry transparent cup, either glass or plastic
PART A
2. A larger beaker or transparent plastic container. It should be large enough to fit a persons hand.
THE AIR CATCHER
C. Procedure:
A. Question: What and where is air?
1. Fill the large container about 2/3 full with water.
B.2.Materials
Crumple a Needed:
piece of dry paper and squeeze it to the bottom of the transparent cup.
1. Invert
3. A medium plasticMake
the glass. bag. sure that the paper is fixed tightly to the bottom of the cup.
2. Immerse
4. One plastic thesandwich bag per
cup completely student
under water, holding it as vertically as possible.
5. Leave B . Materials
the Needed:
cup underwater for a couple of seconds. Then take the cup out of the water.
C.6.Procedure:
Allow the water on the outside of the cup to drip off. Then (with your dry hand)
1. Take1.
removed the
theOne medium size garbage
dry transparent
crumpled paper outcup, bag,
of the open
either
cup. glass itsor
mouth and ask students: Whats in the bag?
plastic
(Anticipated
2. A answer:
larger nothing).
beaker or transparent plastic
7. Pass the paper around the classroom, allowing the studentscontainer. It shouldtobe largewhether
check enoughittoisfitwet
a persons
or dry. hand.
2. Move the bag now with two hands back and forth (like wanting to catch a bug in a bag), then quickly
close
D. Anticipated
C. Procedure:
Results:
theThe
mouth of theshould
students bag with a twisting
expect to feelmotion.
a dry crumpled ball of paper. When the cup is immersed into the large
3.container
Ask the 1. students:
full
Fillofthe What
water,
largethedo I have
container
paper willinremain
aboutthe2/3
bagat now?
full
the with
topwater.
and the air trapped within it will prevent water from
4.getting
Distribute
in.2. sandwich
Crumple abags toof
piece the students
dry paper and andsqueeze
let them ittrytotothecatch air in
bottom of their own seats, cup.
the transparent without blowing
into the bag. 3. Invert the glass. Make sure that the paper is fixed tightly to the bottom of the cup.
E. Questions4. Immerse
for Discussion:
the cup completely under water, holding it as vertically as possible.
1. Before5. inserting
Leave the thecup
crumpled
underwater
paperfor intoa the
couplecup,ofask
seconds.
: WhatThenis in take
the cup?
the cup out of the water.
(anticipated6. Allow
answer:the nothing).
water on the outside of the cup to drip off. Then (with your dry hand)
2. Beforeremoved
immersing thethe
crumpled
cup underpaper
water,
out ask:
of theWhat
cup. else besides the paper is in the
cup? 8. Pass the paper around the classroom, allowing the students to check whether it is wet or dry.
3. While immersing the cup: Why doesnt the water enter the cup?
4. Why does D. Anticipated
the paper have Results:
to be crumpled?
F. Explanation:
Air is space occupying. The cup is therefore filled with air, no matter if it is being held right side up or
upside down. In addition to the crumpled paper, there is also air in the cup and this is why water is unable to
enter the cup when it is submerged under water. Therefore, the paper stays completely dry. Applications of
this characteristic of air are found when people have to work under water. It is sometimes necessary for
people to work underwater in a water-tight walled environment where air is pumped in and around the area.
This air allows them to breathe and stay below the surface for long periods of time.

PART C
THE BALL THAT GAINS WEIGHT
A. Question: Can air be heavy?

B. Materials Needed:
1. A basketball or volleyball with a valve
2. A hand pump (to pump up the ball)
3. A technical scale or balance

C. Procedure:

1. Place a rather soft basketball or volleyball on the pan of the technical scale and determine the weight.
2. Connect the hand pump to the ball and pump ten strokes of air into the ball.
3. Disconnect the pump and read off the new weight of the ball. How much did the ball gain in weight?
4. Repeat steps 2 and 3, and have students predict what the gain in weight would be after 5, 10, 15, 20, and
25 strokes of the pump.

D. Anticipated Results:
The students will see how an increase in air to the ball also increases its weight.

E. Thought Questions for Class Discussion:

1. What made the ball gain in weight?
2. What can we sat about the relationship between the number of pump strokes and the gain in weight of the
ball?
3. How can we make the ball lose weight?
4. How much would a beach ball gain in weight when pumped with 5, 10, or 15 strokes of the same hand
pump?
5. Would an airtight bottle gain weight if air were pumped into it?

F. Explanation:
This demonstration shows that air has weight. By adding air to the ball, it increases in weight. The same
number of pump strokes should result in the same gain in weight. Half the number of pumps gives half the
gain in weight. The number of pump strokes is therefore directly proportional to the increase of weight. If the
data were plotted on a graph, a straight line relationship would be obtained between the number of pump
strokes and the weight of the ball. Whether a ball or an air mattress or an airtight bottle is pumped, the
increase in weight should be the same, provided that the same pump is being used and the same number of
strokes is applied.

Everything that takes up space and has mass is matter. Therefore, everything around us is matter. Matter
has general properties which are common to all things. Specific properties, on the other hand, help us tell one
kind of matter apart from another. Color, texture, hardness, shape, etc. are used to identify, differentiate and
describe matter. Although it may appear that air is not matter, it does have mass and it does occupy space,
therefore it is matter. What we can say is that its density is smaller than the density of solids because it has
little mass for the volume of space it occupies.
What does property mean?
Each state has properties, but what does that mean?
A property describes how an object looks, feels, or acts.So that means that liquids look, act, or feel
differently than solids or gases.
One property of all matter, whether it's a solid, liquid, or gas, is that it takes up space and has mass.
To help you decide if something is a solid, a liquid or a gas, you need to know the properties, (how it
looks, acts or feels) of these three states.
DISCUSSION PROPER
 What are the properties of a solid?
1. Solids don't change shape easily.
Think of a piece of paper, you can change its shape by crumpling it, but it doesn't change its shape by
itself. You have to use your energy to make the shape change. If you put a solid in a container it won't
change its shape.No matter how much you move or slide it around. Think of an ice cube inside a cup. The
cube is solid and it stays the same shape. Solid particles don't move around.

What are the properties of liquids?

2. Liquids take the shape of their container.
If you pour milk into a glass it will take the shape of the glass. If you pour the milk into a bowl, it takes
the shape of the bowl.
Liquids have surface tension. The particles hold on to each other, like holding hands with a friend. The
skin or surface of a glass filled with water holds together because the particles hold one to each other.That
is called surface tension.
Liquids move around. The particles in liquids are farther apart than those of solids, so they can move
around more. That's why liquids take the shape of their container.

What are the properties of gas?

3. Gas is invisible. That means you can't see it. The particles are so far apart they are invisible, but
they are still there! Think about oxygen. You can't see it, but you know it's there because you
breath it.
Gas particles move around freely. They are spread out move fast, like when you are running on the
playground at recess.

The special properties of matter, on the other hand, depend on internal structure and thus differ from
one form of matter, i.e., one substance, to another.
Such properties include ductility, elasticity, hardness, malleability, porosity (ability to permit
another substance to flow through it), and tenacity (resistance to being pulled apart).

How will you explain the properties of matter?

Find eight properties of matter in the word search. Then, write them in the correct box.

Directions: Read the questions carefully. Choose the correct letter only.
1. Matter is anything that occupies space. Which of the following is not an
example of matter?
a. smoke b. light c. leaves d. air inside the balloon
2. Suppose you are given sample of a substance, how would you find out if
the given sample is a matter?
a. Determine the mass of the sample.
b. Determine the volume of the sample.
ASSESSMENT
c.ABSTRACTION
Determine the texture and color.
APPLICATION
3. When does an irregular object like stone occupy space?
a. It displaces liquid when placed inside the graduated cylinder.
b. It lays on the bottom part of the graduated cylinder.
c. It does not float when placed inside the graduated cylinder.
d. Its mass is measurable.
4. Which of the following best explains why heat is not an example of matter?
a. Heat is not tangible.
b. Heat does not occupy space.
c. Heat does not have mass.
d. Heat is energy radiated in the Earths surface.
5. Which of the following exhibits the common observable properties of
matter?
a. heat and fog c. book and ballpen
c. light and heat d. smoke and light