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

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materials • Office supplies (e.g., notebooks, pencils, ball pens, and marking pens); • Field supplies (e.g., plastic trays and two spoon of sugar); and • Other materials (e.g., garden soil and at least 8 potato stem cuttings). methodology • Field walks, simulation, and brainstorming steps 328 Field Guide of Discovery-based Exercises for Organic Vegetable Production 1. Divide big group into five small groups. Go to the field and observe organic potato crops that were hilled-up and not hilled-up. Record all observations on crop stand, plant vigor, weed growth, soil moisture condition, pest and disease occurrence, etc. Gather some garden soil and potato stem cuttings. 2. Proceed to processing area and do simulation exercise. Each small group fills-up two plastic trays with the same amount of soil. Cultivate soil and form two mini-plots per tray. Plant four stem-cuttings per tray. To simulate organic fertilizer application, apply one spoon of compost to soil in both trays. Simulate hilling-up operation in one of the trays by using spoon as grab hoe. No hilling-up operation is done on the other tray. Put water to simulate irrigation in trays. 3. After the exercise, conduct participatory discussion in a 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. suggested questions for processing discussion ❏ What is hilling-up? When is the best time to do hilling-up? ❏ In simulation exercise, what happened when you applied irrigation in hilled-up and not hilledup plots? Why? Can this happen in real field conditions? ❏ In a field, did you observe any differences in pest and disease occurrence between hilled-up and not hilled-up organic vegetable plots or beds? What pests and diseases were more prevalent? ❏ Were there differences in crop stand, weed growth, and other conditions between hilled-up and not hilled-up organic vegetable plots or beds? ❏ Did you observe variation in hilling-up practices? Were there differences in pest and disease occurrence among variations? Were there differences in crop stand, weed growth, and other conditions among variations?
Section 6 • Simultaneous Insect Pest and Disease Management ❏ Were there variations in other cultural management practices employed when using different hilling-up operations? ❏ Which of the hilling-up variation was most cost-efficient? Which of hilling-up variation was the most practical to use? Was hilling-up effective in reducing pest and disease occurrence? What other management strategies can you employ to complement hilling-up in reducing pest and disease occurrence? ❏ What other benefits can you derive in practicing hilling-up in organic vegetable production? 329
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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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ate of release: 226 Field Guide of
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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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Page 302 and 303: Exercise No. 5.08 187 USING RAISED
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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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