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

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learning objectives 190 Field Guide of Discovery-based Exercises for Organic Vegetable Production • To make participants aware of and understand the role of repellent and trap crops for pest management in their own organic vegetable farms; and • To enhance farmers’ learning experiences by role-playing how repellent and trap crops work as a management strategy for vegetable pests. materials • Organic vegetable fields where pest infestation or non-infestation can be observed on possible trap or repellent crops; and • Other office supplies (e.g., Manila papers, notebooks, ball pens, and marking pens). methodology • Field walks, role-playing, and brainstorming steps 1. Divide participants in small groups and ask them to conduct field walks and observe as many possible repellent and trap crops in adjoining farms of learning field. Interview other farmers, if necessary. List down all observations related to degree of pest infestation, kinds of repellent, trap or main crops planted, crop stand, etc. 2. Go back to processing area and prepare for a role-play. A facilitator explains mechanics of play to the big group and assigns two groups to different repellent or trap crops, one group to a main crop and two groups to different pests as shown below: 5 Group 1 to repellent-trap crops A (Marigold); 5 Group 2 to trap crops B (Galinzoga parviflora); 5 Group 3 to main crops C (Carrot); 5 Group 4 to pests A (half the group as root knot nematodes; half as diamondback moths); 5 Group 5 to pests B (cutworms) 3. Each small group selects volunteers, discusses, and prepares for their roles. The role-play is then conducted by the big group to depict the following scenes: 5 The pests shall migrate and pass by different repellent or trap crops;
Section 4 • Integrated Insect and Rodent Pests Management 5 Half of pests A (root knot nematodes) shall be attracted to repellent-trap crops A while another half (diamondback moths) shall shy away and die; 5 On the other hand, pests B shall be attracted to trap crops B; 5 One or two of pests A and B shall not notice trap crops A and B and shall land instead on main crops C; 5 These few pests shall survive on main crops C but shall be weak and sluggish; 5 Most pests shall be strong, active, and cling to trap crops A and B; and 5 Main crops C shall exhibit minimal damage while trap crops A and B shall be totally destroyed. 4. Brainstorm in a big group. Conduct participatory discussion to allow sharing of experiences among participants and facilitators. Relate lessons learned in field walks to those learned in role-play. 5. Synthesize and summarize output in brainstorming session into one big group output. Draw up conclusions and recommendations from this exercise. some suggested questions for processing discussion ❏ Did you observe any weeds or crops in field, which can be used as repellent or trap crops? ❏ Did you observe varying degrees of pest damage among crops? ❏ What pests did these repellent or trap crop repelled or trapped? ❏ What is the economic importance of repellent and trap crops? ❏ Can we effectively manage pests by using repellent or trap crops? How? ❏ How do we layout repellent or trap crops in the field? ❏ Did you learn from other farmers some innovations in using repellent or trap crops as a management strategy for organic vegetable pests? ❏ In this role-play, what were portrayed as characteristics of a good repellent or trap crop? ❏ What other cultural practices can complement the use of repellent or trap crops to manage organic vegetable pests? 191
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Acknowledgement iv Field Guide of D
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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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Page 210 and 211: Exercise No. 4.03 131 HAND PICkING
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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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