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

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182 Field Guide of Discovery-based Exercises for Organic Vegetable Production 3. Go back to processing area; brainstorm in small groups and present output to big group. Conduct participatory discussion to allow sharing of experiences among participants and facilitators. Motivate farmers to share their best experiences in controlling scale insect pests at moderate infestation levels. 4. Synthesize and summarize output of small groups into one big group output. Draw up conclusions and recommendations from this exercise. some suggested questions for processing discussion ❏ Which areas in the plots were most concentrated with scale insect pests? ❏ Which organically-grown vegetable crop was more and less infested by scale insects? What were the most distinguishing characteristics of scale insect damage? Which parts of plant were damaged by scale insects? ❏ How much time did you spend in brushing or scraping scale insects? Do you think it is a practical approach? ❏ Do farmers consider scale insects destructive pests of organically-grown vegetables? ❏ Did you observe farmers who practiced brushing or scraping to control scale insects? Did farmers practice other innovative strategies? What are these strategies? ❏ What other cultural management strategies can you use to complement brushing or scraping of scale insect pests at moderate and high infestation levels in organically-grown vegetables?
Section 4 • Integrated Insect and Rodent Pests Management Exercise No. 4.02 129 CULTIVATION AS A MANAGEMENT STRATEGY FOR CROP RESIDUE- AND SOIL-INHABITING PESTS OF ORGANICALLY-GROWN VEGETABLES BaCKGroUND aND raTIoNalE Cultivation to control weeds is a normal farming practice, but it also destroys insect pests pupating in soil and exposes them to predation. Cultivation affects a variety of insect pests that have at least part of their development in soil. This includes cutworms, white grubs, and grasshoppers. Effectiveness of cultivation often depends upon soil types and local conditions. General application is also limited because the operations that reduce numbers of one pest may benefit other pests. Crop rotation and cultivation are most widely used cultural practices for pest control, although some organic vegetable farmers do not always recognize these benefits 130 . In the case of cutworm, larvae stay below soil surface at daytime, and become very active at night. They inflict damage by cutting base of seedlings, as well as eating leaves of older plants. Total larval period ranges from 20-46 days, and pupae stay several inches below soil surface from 1-8 weeks. The larvae are most abundant in moist areas; thus, thorough cultivation is one of the most practical approaches to minimize cutworm infestation. Many insect pests remain in seeds, stalks, or other crop residues after harvest. For example, removal or incorporation of these residues into soil by cultivation is essential in controlling eggplant twig and fruit borer as well as cucurbit vine borer. In the Cordilleras, many cultivation practices that effectively manage soil-inhabiting pests continuously evolve. In FFSs, these unique experiences must be shared among farmers to continuously adapt better cultivation practices to manage crop residue- and soil-inhabiting pests. This exercise was designed to achieve this objective. 129 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. pp180-182. 130 Medina, J.R. 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. 183 when is this exercise most appropriate? ɶ In FFS, TOT, and VST sessions, when infestation of crop residue- and soil-inhabiting pests are observed on organicallygrown vegetable crops in learning field; and ɶ When farmers want to learn proper cultivation practices from other farmers to manage crop residue- and soil-inhabiting pests of organically-grown vegetables.
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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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some suggested questions for proces
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Producing Vermi-compost: 88 Field G
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Exercise No. 3.10 ORGANIC FOLIAR SP
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For Fermented Fruit Juice (FFJ) a.
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For Fermented Fruit Juice (FFJ) 94
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Exercise No. 3.13 UNDERSTANDING ACT
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methodology • Field walks and bra
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Exercise No. 3.14 81 MAINTAINING SO
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Exercise No. 3.16 85 BENCH TERRACIN
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Exercise No. 3.17 88 VERNALIZATION
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materials 122 Field Guide of Discov
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Exercise No. 3.19 92 HYDROIZATION O
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Exercise No. 3.21 97 PRICkING-OFF T
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Page 160 and 161: Exercise No. 3.23 101 GROWING IN EA
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Page 168 and 169: Exercise No. 3.26 104 THINNING AS A
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Exercise No. 4.14 155 FIELD-COLLECT
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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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