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

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188 Field Guide of Discovery-based Exercises for Organic Vegetable Production 4. Conduct participatory discussion to allow sharing of experiences among participants and facilitators. Motivate farmers to share their best experiences in controlling cutworms at relatively low to moderate infestation levels. 5. 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 plots were mostly concentrated with cutworms? ❏ Which organic vegetable crop was more and less infested by cutworms? What were the most distinguishing characteristics of cutworm damage? Which parts of plant did cutworm damage? ❏ Do farmers consider cutworms destructive pests of organically-grown vegetables? ❏ How much time did you spend in hand picking cutworms? Do you think it is a practical approach? ❏ Did you observe farmers who practiced hand picking to control cutworms? Did farmers practice other innovative strategies to control cutworms? What are these strategies? ❏ What other cultural management strategies can you use to complement hand picking of cutworms at relatively low to moderate infestation levels?
Section 4 • Integrated Insect and Rodent Pests Management Exercise No. 4.04 133 USING REPELLENT AND TRAP CROPS AS PEST MANAGEMENT STRATEGY IN ORGANIC VEGETABLE PRODUCTION BaCKGroUND aND raTIoNalE The use of repellent and trap crops, when properly implemented as a cultural management strategy can effectively reduce pest populations in organic vegetables without resorting to pesticide application. A popular repellent crop in highlands is marigold, which is used against DBM. Trap crops, on the other hand, may include susceptible crops (e.g., marigold) or alternate hosts (e.g., Galinzoga parviflora and Bidens pilosa) of destructive pests (e.g., root knot nematodes) that are strategically planted in field to evade attacks by altering their food preference and migration from main vegetable crop to trap crop 134 . Chinese cabbage (locally known as wongkok) seems to be preferred by flea beetles and this could be used as a trap crop of this pest. For cutworm caterpillars, a simple and effective trap crop is use of large senescing cabbage leaves, which are placed on the ground around plants in late afternoon. The caterpillars seek refuge under these leaves where they can be easily collected when the sun rises the following day. The leaves are also effective in trapping garden snails and slugs. Many farmers in the Cordilleras had their own innovations in using repellent and trap crops. These experiences can be effectively shared and learned among farmers in FFSs through field walks, observations, and brainstorming. These learning experiences can be enhanced further by roleplaying, hence this exercise. How long will this exercise take? • Thirty minutes for field walks, observations, and collection of suspected repellent, trap, and main vegetable crops in learning and adjoining fields; and • Thirty minutes to one hour role-playing and brainstorming session in processing area. 133 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. pp189-191. 134 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. 189 when is this exercise most appropriate? ɶ In FFS, TOT, and VST sessions, during discussion on cultural management practices as a component of Integrated Pest Management in organic vegetable production; and ɶ When farmers want to learn the best practices from other farmers on the use of repellent and trap crops as a pest management strategy in organic vegetable production.
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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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some suggested question for process
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Exercise No. 3.23 101 GROWING IN EA
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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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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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