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

Recommendations

Info

350 Field Guide of Discovery-based Exercises for Organic Vegetable Production plants to go through their full flowering cycle creates habitats, as they provide shelter, food, and stability, for beneficial insects. The system creates also more ecological niches resulting to increased species diversity, pollination rate, and crop yield. Furthermore, it changes nature of soil organic matter, since mature tissues of seed-bearing crops contain more lignin and fix more carbon for soil food than nitrogen-rich vegetative crops or green manure alone 241 . Some basic differences between these systems are: • Isolation distance is observed in crops intended for seed production to maintain genetic purity by preventing unwanted pollination; • Pollinators are absolutely necessary in a seed production area, especially where natural pollination is insufficient; • Regular field inspection and rouging is done in the entire life cycle of vegetable crop to remove from seed production area other crops or cultivars, noxious weeds, off-types, and plants that are deformed, diseased, or infested; and • Harvesting is undertaken at the most mature stage of seed or stage of physiological maturity of seed, when it has accumulated all the needed food reserves. 242 . Thus, this sub-section covers exercises adapted from best practices and learning experiences by FFS facilitators and farmer-practitioners, as well as by technical experts on seed production topics relevant to organic vegetable production. These topics include: (a) keeping seeds pure; (b) selecting varieties or lines to produce; (c) developing hybrid and inbreed varieties; and (d) harvesting and processing of seeds. 241 Maghirang, R.G. 2008. Organic Seed Production. Paper presented during the Workshop on Designing Farmer Field School Curriculum on Integrated Pest Management for Organic Vegetable Production held at the Philippine Council for Agriculture, Forestry and Natural Resources Research and Development (PCARRD), Department of Science and Technology, Los Baños, Laguna, Philippines on 28-30 April 2008. 23p. 242 Bautista, O.K. (ed). 1994. Introduction to Tropical Agriculture. 2 nd Edition. SEAMEO Regional Center for Graduate Study and Research in Agriculture (SEARCA) and University of the Philippines Los Baños, College, Laguna, Philippines. pp167-175.
Section 7 • Participatory Plant Breeding, Seed Production, Harvest, and Post-Harvest Management Exercise No. 7.01 243 VARIETY SELECTION AND SEED PRODUCTION BY FARMERS FOR ORGANICALLY-GROWN SELF- POLLINATED (LEGUMIMOUS AND SOLANACEOUS) VEGETABLE CROPS BaCKGroUND aND raTIoNalE As mentioned earlier, there are few basic differences between growing of vegetable crops intended for seed production and those crops for fresh market or for other consumable products. For example, isolation distance is necessary and can vary according to crop, its pollination habit, and purpose for which seeds are grown. For self-pollinated crops like solanaceous crops and legumes, isolation distance is small. The minimum isolation distance required for seed production is 25 m in legumes and tomato, and 50 m in bell pepper. Pollinators are not as important for self-pollinated crops as they are for cross-pollinated vegetables 244 . In many instances, farmers themselves, through their experiences, identify outstanding varieties in their specific areas. Species or varieties that produce high yields of good quality products and tolerant to pests and environmental stresses are preferred by farmers. Thus, they are selected for seed production. In the Cordilleras, vegetable farmers usually use harvest from their own or their neighbor’s previous crops for seeds in next cropping. Many vegetable farmers use their own or their neighbor’s previous harvests as seeds for next cropping. While some farmers practice good seed selection, still, many use seeds that are either non-marketable or over mature. In FFSs, many innovative practices can be shared among farmers to ensure sustained availability of cheap but good quality seed materials. This exercise was designed to achieve this particular objective. 243 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. pp 292-295. 244 Bautista, O.K. (ed). 1994. Introduction to Tropical Horticulture. 2 nd Edition. SEAMEO Regional Center for Graduate Study and Research in Agriculture and University of the Philippines Los Baños, College, Laguna, Philippines. pp167-177. 351 when is this exercise most appropriate? ɶ In FFS, TOT, and VST sessions, when some self-pollinated vegetable crops (e.g., legumes and solanaceous crops) are grown for seeds in learning field; and ɶ When farmers want to learn from other farmers and do hands-on of proper seed selection and seed production of self-pollinated vegetable crops (e.g., legumes and solanaceous crops) in their own farms.
Page 2 and 3:
B Field Guide of Discovery-based Ex
Page 4 and 5:
ii Field Guide of Discovery-based E
Page 6 and 7:
Acknowledgement iv Field Guide of D
Page 8 and 9:
vi Field Guide of Discovery-based E
Page 10 and 11:
viii Field Guide of Discovery-based
Page 12 and 13:
x Field Guide of Discovery-based Ex
Page 14 and 15:
xii Field Guide of Discovery-based
Page 16 and 17:
xiv Field Guide of Discovery-based
Page 18 and 19:
xvi Field Guide of Discovery-based
Page 20 and 21:
xviii Field Guide of Discovery-base
Page 22 and 23:
xx Field Guide of Discovery-based E
Page 24 and 25:
xxii Field Guide of Discovery-based
Page 26 and 27:
2 Field Guide of Discovery-based Ex
Page 28 and 29:
4 Field Guide of Discovery-based Ex
Page 30 and 31:
FFS CURRICULUM ON ORGANIC VEGETABLE
Page 32 and 33:
Section 2 GENERAL TOPICS FOR FARMER
Page 34 and 35:
Exercise No. 2.01 12 WHAT IS IN A B
Page 36 and 37:
learning objectives 12 Field Guide
Page 38 and 39:
Exercise No. 2.02 17 GATHERING AND
Page 40 and 41:
5 Approaches and methods to use in
Page 42 and 43:
1. 2. 3. 4. 5. 6. Vegetable Crop Co
Page 44 and 45:
20 Field Guide of Discovery-based E
Page 46 and 47:
How long will this exercise take? 2
Page 48 and 49:
Exercise No. 2.04 21 ‘BALLOT BOX
Page 50 and 51:
5 Parsley (e.g., carrot and celery)
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
materials 36 Field Guide of Discove
Page 62 and 63:
Page 64 and 65:
NATURAL ENEMIES OVG 1 40 Field Guid
Page 66 and 67:
Exercise No. 2.07 32 kEEPING RECORD
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
LIVING SOIL AND INTEGRATED SOIL NUT
Page 76 and 77:
Exercise No. 3.01 45 LIVING SOIL: A
Page 78 and 79:
Page 80 and 81:
Exercise No. 3.02 47 BARANGAY SOIL
Page 82 and 83:
methodology • Field walks, hands-
Page 84 and 85:
Exercise No. 3.03 50 SOIL PROFILE A
Page 86 and 87:
Page 88 and 89:
Exercise No. 3.04 SOIL SAMPLING AND
Page 90 and 91:
For Assessing Soil Fertility (Optio
Page 92 and 93:
Exercise No. 3.05 53 THE ‘FEEL ME
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
some suggested questions for proces
Page 110 and 111:
Page 112 and 113:
Producing Vermi-compost: 88 Field G
Page 114 and 115:
Exercise No. 3.10 ORGANIC FOLIAR SP
Page 116 and 117:
For Fermented Fruit Juice (FFJ) a.
Page 118 and 119:
For Fermented Fruit Juice (FFJ) 94
Page 120 and 121:
Page 122 and 123:
Page 124 and 125:
100 Field Guide of Discovery-based
Page 126 and 127:
Page 128 and 129:
Exercise No. 3.13 UNDERSTANDING ACT
Page 130 and 131:
methodology • Field walks and bra
Page 132 and 133:
Exercise No. 3.14 81 MAINTAINING SO
Page 134 and 135:
Page 136 and 137:
Page 138 and 139:
Exercise No. 3.16 85 BENCH TERRACIN
Page 140 and 141:
Page 142 and 143:
Exercise No. 3.17 88 VERNALIZATION
Page 144 and 145:
Page 146 and 147:
materials 122 Field Guide of Discov
Page 148 and 149:
Exercise No. 3.19 92 HYDROIZATION O
Page 150 and 151:
Page 152 and 153:
Page 154 and 155:
Exercise No. 3.21 97 PRICkING-OFF T
Page 156 and 157:
some suggested question for process
Page 158 and 159:
Page 160 and 161:
Exercise No. 3.23 101 GROWING IN EA
Page 162 and 163:
Page 164 and 165:
Page 166 and 167:
Page 168 and 169:
Exercise No. 3.26 104 THINNING AS A
Page 170 and 171:
Page 172 and 173:
Page 174 and 175:
Exercise No. 3.28 108 CROP SEQUENCI
Page 176 and 177:
Page 178 and 179:
Page 180 and 181:
Exercise No. 3.30 112 CULTURAL MANA
Page 182 and 183:
Page 184 and 185:
Page 186 and 187:
Page 188 and 189:
Page 190 and 191:
Page 192 and 193:
Page 194 and 195:
Page 196 and 197:
Page 198 and 199:
Page 200 and 201:
Page 202 and 203:
Page 204 and 205:
Exercise No. 4.01 127 BRUSHING OR S
Page 206 and 207:
Page 208 and 209:
Page 210 and 211:
Exercise No. 4.03 131 HAND PICkING
Page 212 and 213:
Page 214 and 215:
Page 216 and 217:
Exercise No. 4.05 135 TRAPPING AS A
Page 218 and 219:
Page 220 and 221:
Page 222 and 223:
Page 224 and 225:
Page 226 and 227:
Exercise No. 4.07 142 TIMING OF PLA
Page 228 and 229:
Page 230 and 231:
Page 232 and 233:
BIOLOGICAL CONTROL OF INSECT PESTS
Page 234 and 235:
Page 236 and 237:
Exercise No. 4.10 148 SPRAYING CHIL
Page 238 and 239:
Page 240 and 241:
Page 242 and 243:
Page 244 and 245:
(d) Collection and Use of NPV-infec
Page 246 and 247:
Page 248 and 249:
Page 250 and 251:
ate of release: 226 Field Guide of
Page 252 and 253:
Page 254 and 255:
Page 256 and 257:
Exercise No. 4.14 155 FIELD-COLLECT
Page 258 and 259:
Page 260 and 261:
Page 262 and 263:
Page 264 and 265:
INTEGRATED RODENT MANAGEMENT 240 Fi
Page 266 and 267:
Page 268 and 269:
Page 270 and 271:
Page 272 and 273:
Page 274 and 275:
Biological Methods: 250 Field Guide
Page 276 and 277:
Page 278 and 279:
Section 5 INTEGRATED DISEASE MANAGE
Page 280 and 281:
Exercise No. 5.01 174 DISEASE TRIAN
Page 282 and 283:
Page 284 and 285:
Exercise No. 5.02 176 SIMULATION EX
Page 286 and 287:
Page 288 and 289:
Page 290 and 291:
Page 292 and 293:
Exercise No. 5.05 182 SAP TRANSMISS
Page 294 and 295:
Page 296 and 297:
Exercise No. 5.06 183 HOT WATER TRE
Page 298 and 299:
5. Draw up conclusions and recommen
Page 300 and 301:
Page 302 and 303:
Exercise No. 5.08 187 USING RAISED
Page 304 and 305:
Page 306 and 307:
Page 308 and 309:
Exercise No. 5.10 191 MULCHING AS A
Page 310 and 311:
Page 312 and 313:
Page 314 and 315:
Exercise No. 5.12 196 UPROOTING AND
Page 316 and 317:
Page 318 and 319:
Page 320 and 321:
BIOLOGICAL CONTROL OF DISEASES 296
Page 322 and 323:
Page 324 and 325: Exercise No. 5.15 205 BACTERIAL WIL
Page 326 and 327: 302 Field Guide of Discovery-based
Page 328 and 329: Exercise No. 5.16 206 USING TRICHOd
Page 340 and 341: Exercise No. 5.19 209 USING RESISTA
Page 346 and 347: learning objectives 322 Field Guide
Page 348 and 349: Exercise No. 6.02 220 324 Field Gui
Page 352 and 353: materials • Office supplies (e.g.
Page 354 and 355: Exercise No. 6.03 222 SURFACE IRRIG
Page 360 and 361: Exercise No. 6.05 226 SANITATION AS
Page 362 and 363: Exercise No. 6.06 228 PRUNING AS AN
Page 364 and 365: 5 Pest-infested foliage or other pl
Page 368 and 369: Exercise No. 6.08 233 CROP ROTATION
Page 376 and 377: How long will this exercise take? 3
Page 378 and 379: some suggested questions for proces
Page 386 and 387: Exercise No. 7.03 246 SEED SELECTIO
Page 388 and 389: 5 Maturity (e.g., number of days fr
Page 390 and 391: Exercise No. 7.04 PARTICIPATORY PLA
Page 392 and 393: materials 368 Field Guide of Discov
Page 398 and 399: Exercise No. 7.05 250 DETERMINING R
Page 404 and 405: Exercise No. 7.07 PROPER HARVESTING
Page 408 and 409: Exercise No. 7.08 VILLAGE GENEBANk
Page 410 and 411: materials 386 Field Guide of Discov
Page 412 and 413: Exercise No. 7.09 258 POST-HARVEST
Page 414 and 415: How long will this exercise take? 3
Page 418 and 419: Exercise No. 7.10 260 MAINTAINING Q
Page 424 and 425:
ORGANIC VEGETABLE PRODUCT CERTIFICA
Page 426 and 427:
Exercise No. 8.01 UNDERSTANDING ORG
Page 428 and 429:
Page 430 and 431:
Exercise No. 8.02 UNDERSTANDING SEC
Page 432 and 433:
Page 434 and 435:
MARkETING OF ORGANICALLY-GROWN VEGE
Page 436 and 437:
methodology • Field visit, mini-w
Page 438 and 439:
Participatory Discussion: 414 Field
Page 440 and 441:
Page 442 and 443:
Exercise No. 8.05 UNDERSTANDING MAR
Page 444 and 445:
Mini-workshop: 420 Field Guide of D
Page 446 and 447:
Page 448 and 449:
Page 450 and 451:
Page 452 and 453:
Glossary 428 Field Guide of Discove
Page 454 and 455:
Page 456 and 457:
Page 458 and 459:
Page 460 and 461:
Page 462 and 463:
Page 464 and 465:
Page 466 and 467:
Page 468 and 469:
Page 470 and 471:
Page 472 and 473:
Page 474 and 475:
Page 476 and 477:
Page 478 and 479:
Page 480 and 481:
Page 482 and 483:
Page 484 and 485:
Technical Experts: 460 Field Guide
Page 486 and 487:
Page 488 and 489:
Page 490 and 491:
Page 492 and 493:
Page 494 and 495:
Page 496 and 497:
Page 498 and 499:
Page 500 and 501:
Page 502:
show all

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

Create successful ePaper yourself

Delete template?

Save as template?