Field Guide of Discovery-based Exercises for - Aseanipm ...

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126 Field Guide of Discovery-based Exercises for Organic Vegetable Production ❏ From farmers interviewed, did you learn of a better hydroization technique for tomato and carrot seeds? How did they do it? ❏ What other vegetable seeds need hydroization? How are they hydroized? ❏ What changes in appearance of seeds did you observe after hydroization? ❏ Were there differences in plant growth and development between hydroized and non-hydroized seeds? ❏ Were there differences in yields between hydroized and non-hydroized seeds?
Section 3 • Living Soil, Integrated Soil Nutrient and Crop Managements Exercise No. 3.20 95 BREAkING DORMANCY OF POTATO SEED TUBERS AS A CULTURAL MANAGEMENT STRATEGY FOR IMPROVING ORGANIC POTATO PRODUCTIVITY BaCKGroUND aND raTIoNalE The scarcity of quality potato seed pieces in Benguet and Mountain Province limits farmers’ ability to expand potato production in their respective areas. In addition, diseasefree potato seed pieces cannot be guaranteed if these intended-planting materials would come from unregistered farmer-seed growers. To ensure that a relatively high quality planting materials is immediately available, farmers may use disease-free seed pieces from his latest harvest. In this case, breaking potato seed tuber dormancy will be necessary to meet the requirements for succeeding planting operations. The most practical technique used by farmers to break seed tuber dormancy is with the use of calcium carbide, a procedure that allows rapid potato eye emergence 96 . Farmers have their own innovations to ensure rapid production of quality seed tubers. In FFSs, these experiences must be shared among farmers to improve their current best practices in breaking potato seed tuber dormancy. This particular exercise is intended for this purpose. How long will this exercise take? • Thirty minutes to one hour for field walks and observations of potato crops two weeks before harvesting in learning and adjoining fields; and • Thirty minutes to one hour hands-on and brainstorming session. learning objectives • To make participants aware of and understand the process of breaking seed tuber dormancy in potato; and • To learn from other farmers and do hands-on of innovative practices of breaking potato seed tuber dormancy. 95 Adapted from Callo, Jr., D.P., L.B. Teofilo, and H.A. Tauli (eds). 2002. Field Guide of Discovery-based Exercises for Vegetable IPM, Volume II. SEAMEO Regional Center for Graduate Study and Research in Agriculture (SEARCA), Los Baños, Laguna, Philippines. pp115-117. 96 Kudan, S.L. 1998. As cited in: Callo, Jr., D.P., L.B. Teofilo, and H.A. Tauli (eds). 2002. Field Guide of Discovery-based Exercises for Vegetable IPM, Volume II. SEAMEO Regional Center for Graduate Study and Research in Agriculture (SEARCA), Los Baños, Laguna, Philippines. 366p. 127 when is this exercise most appropriate? ɶ In FFS, TOT, and VST sessions, before harvesting potato and when there is scarcity of planting materials for succeeding planting operations; and ɶ When farmers want to learn innovative practices of breaking seed tuber dormancy from other farmers.
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FFS CURRICULUM ON ORGANIC VEGETABLE
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Section 2 GENERAL TOPICS FOR FARMER
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Exercise No. 2.01 12 WHAT IS IN A B
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learning objectives 12 Field Guide
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Exercise No. 2.02 17 GATHERING AND
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5 Approaches and methods to use in
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1. 2. 3. 4. 5. 6. Vegetable Crop Co
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How long will this exercise take? 2
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Exercise No. 2.04 21 ‘BALLOT BOX
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5 Parsley (e.g., carrot and celery)
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materials 36 Field Guide of Discove
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NATURAL ENEMIES OVG 1 40 Field Guid
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Exercise No. 2.07 32 kEEPING RECORD
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LIVING SOIL AND INTEGRATED SOIL NUT
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Exercise No. 3.01 45 LIVING SOIL: A
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Exercise No. 3.02 47 BARANGAY SOIL
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methodology • Field walks, hands-
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Exercise No. 3.03 50 SOIL PROFILE A
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Exercise No. 3.04 SOIL SAMPLING AND
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For Assessing Soil Fertility (Optio
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Exercise No. 3.05 53 THE ‘FEEL ME
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Page 128 and 129: Exercise No. 3.13 UNDERSTANDING ACT
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Page 132 and 133: Exercise No. 3.14 81 MAINTAINING SO
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Page 148 and 149: Exercise No. 3.19 92 HYDROIZATION O
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Page 160 and 161: Exercise No. 3.23 101 GROWING IN EA
Page 168 and 169: Exercise No. 3.26 104 THINNING AS A
Page 174 and 175: Exercise No. 3.28 108 CROP SEQUENCI
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Page 180 and 181: Exercise No. 3.30 112 CULTURAL MANA
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Exercise No. 4.01 127 BRUSHING OR S
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Exercise No. 4.03 131 HAND PICkING
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Exercise No. 4.05 135 TRAPPING AS A
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some suggested questions for proces
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Exercise No. 4.07 142 TIMING OF PLA
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BIOLOGICAL CONTROL OF INSECT PESTS
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Exercise No. 4.10 148 SPRAYING CHIL
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(d) Collection and Use of NPV-infec
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ate of release: 226 Field Guide of
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Exercise No. 4.14 155 FIELD-COLLECT
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materials 234 Field Guide of Discov
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INTEGRATED RODENT MANAGEMENT 240 Fi
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Biological Methods: 250 Field Guide
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Section 5 INTEGRATED DISEASE MANAGE
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Exercise No. 5.01 174 DISEASE TRIAN
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Exercise No. 5.02 176 SIMULATION EX
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Exercise No. 5.05 182 SAP TRANSMISS
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Exercise No. 5.06 183 HOT WATER TRE
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5. Draw up conclusions and recommen
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Exercise No. 5.08 187 USING RAISED
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Exercise No. 5.10 191 MULCHING AS A
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Exercise No. 5.12 196 UPROOTING AND
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BIOLOGICAL CONTROL OF DISEASES 296
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Exercise No. 5.15 205 BACTERIAL WIL
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Exercise No. 5.16 206 USING TRICHOd
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Exercise No. 5.19 209 USING RESISTA
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Exercise No. 6.02 220 324 Field Gui
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materials • Office supplies (e.g.
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Exercise No. 6.03 222 SURFACE IRRIG
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Exercise No. 6.05 226 SANITATION AS
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Exercise No. 6.06 228 PRUNING AS AN
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5 Pest-infested foliage or other pl
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Exercise No. 6.08 233 CROP ROTATION
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Exercise No. 7.03 246 SEED SELECTIO
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5 Maturity (e.g., number of days fr
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Exercise No. 7.04 PARTICIPATORY PLA
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Exercise No. 7.05 250 DETERMINING R
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Exercise No. 7.07 PROPER HARVESTING
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Exercise No. 7.08 VILLAGE GENEBANk
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Exercise No. 7.09 258 POST-HARVEST
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Exercise No. 7.10 260 MAINTAINING Q
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ORGANIC VEGETABLE PRODUCT CERTIFICA
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Exercise No. 8.01 UNDERSTANDING ORG
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Exercise No. 8.02 UNDERSTANDING SEC
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MARkETING OF ORGANICALLY-GROWN VEGE
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methodology • Field visit, mini-w
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Participatory Discussion: 414 Field
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Exercise No. 8.05 UNDERSTANDING MAR
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Mini-workshop: 420 Field Guide of D
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Glossary 428 Field Guide of Discove
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Technical Experts: 460 Field Guide
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