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

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materials 276 Field Guide of Discovery-based Exercises for Organic Vegetable Production • Office supplies (e.g., , Manila papers, notebooks, ball pens, marking pens, and crayons); • Field supplies (e.g., garden soil free from soil-borne pathogens, river sand, measuring cans, dried crushed alnus leaves or other leguminous leaves, ash, sprinkle cans, etc.); and • Organic vegetable fields ready for seedbed preparation (e.g., vegetable seedbed in learning field). methodology • Field walks, hands-on, and brainstorming steps 1. Divide big group into five small groups. Before seedbed preparation, each group should observe already established seedbeds in adjoining farms and record materials used, estimated percentage germination, seedling vigor, weeds present, pest and disease occurrence, etc. Interview some organic farmers to gather other relevant information. 2. Each small group will then gather appropriate seedbed medium and prepare seedbed (e.g., hands-on) for their assigned vegetable crops. The participants in each small group should brainstorm also for possible modification of procedure and materials to use. The groups may opt to leave a portion of their seedbed untreated for comparison. 3. Every week thereafter, each group will record the same observations they made before seedbed preparation. After every observation, participants in each small group should brainstorm and summarize their observations but present the same to big group every other week until seedlings are ready for transplanting. The summary of weekly observations should be printed in Manila paper. 4. After final observations, conduct participatory discussions in big group to allow sharing of experiences among participants and facilitators. Synthesize and summarize output of small groups into one big group output. Draw up conclusions and recommendations from this exercise.
Section 5 • Integrated Disease Management some suggested questions for processing discussion ❏ When is the best time to gather medium and prepare seedbeds for organic vegetable growing? Why? ❏ Did you observe differences in percentage seed germination, seedling vigor, pest and disease occurrence, etc., in treated and untreated seedbeds, which you prepared, and seedbeds you observed in adjoining farms of learning field? ❏ Were there variations or modifications made by each group to common procedures and medium used in preparing seedbeds? Why? Did variations or modifications improve effectiveness of method? ❏ Did use of appropriate medium for seedbed preparation reduce occurrence of soil-borne vegetable diseases? Was it cost efficient? Was it practical? What other benefits can you derive by using appropriate medium for seedbed preparation? ❏ What other management strategies can you use to reduce disease occurrence, which will complement the use of appropriate medium for seedbed preparation? 277
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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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Exercise No. 3.26 104 THINNING AS A
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Exercise No. 3.28 108 CROP SEQUENCI
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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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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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Page 278 and 279: Section 5 INTEGRATED DISEASE MANAGE
Page 280 and 281: Exercise No. 5.01 174 DISEASE TRIAN
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Page 304 and 305: some suggested questions for proces
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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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