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

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5 Parsley (e.g., carrot and celery) 5 Cucurbits (e.g., ampalaya, squash, and bottle gourd) 26 Field Guide of Discovery-based Exercises for Organic Vegetable Production 2. Conduct field walks to identify, observe, and record the commonest field problems of organicallygrown vegetables in learning and adjoining fields, such as: 5 Pests and diseases 5 Deficiencies and toxicities 5 Environmental stresses and other physiological disorders 3. Collect specimens of pests and their natural enemies, pest and disease damages, other abnormalities and physiological disorders of organically-grown vegetables. 4. Go back to processing area or session hall to further observe and characterize collected specimens. 5. With guidance from a facilitator, brainstorm in small groups to develop functional ‘Ballot Box’ questionnaires for identifying commonest field problems of organically-grown vegetables based on field activities conducted by: 5 Focusing on functions of organisms or non-organisms in an ecosystem 5 Avoiding questions requiring technical definition of specimens (e.g., organisms or non-organisms) 6. Present output of small groups to big group and conduct participatory discussions to improve questionnaires developed for each small group of organically-grown vegetables. A sample shopping list of validated functional ‘ballot box’ questionnaires for pre- and post-evaluation of FFS on some important organically-grown vegetables (Note: Correct specimens are indicated by bold, underlined words.) are shown below 24 : Legumes (Cowpea and String Bean): 5 Which is a sucking insect pest? (specimens: aphids, cutworm, semi-looper) 5 This insect pest (specimen: pod borer) attacks this crop (cowpea or string bean) at what stage? (specimens of three crop stages: flowering stage, fruit setting stage, seedling stage) 5 Which of this specimen is considered a legume pest? (specimens: hover fly, pod borer, ladybird beetle) 24 Binamira, J.S. 1998. A Consultant’s Report: Refresher Course for Trainers of IPM in Crucifers and Other Highland Vegetable Crops. Cordillera Highland Agricultural Resources Management Project, Department of Agriculture, CAR Regional Field Unit, Baguio City, Philippines. pp42-47.
Section 2 • General Topics for Farmer Field Schools 5 What caused this damage (specimen: cowpea or string bean plant with leaf-miner damage)? (specimens: leaf miner, aphids, mites) 5 What cause this damage (specimen: cowpea or string bean seeds damaged by seed weevils) (specimens: seed weevil, aphids, mites) 5 Which of these specimens is infected by bean rust? (cowpea or string bean plants infected by: bean rust, fusarium wilt, anthracnose) 5 Identify which of these specimens is infected by fusarium wilt? (cowpea or string bean plants infected by: damping-off, fusarium wilt, powdery mildew) 5 Which of these specimens is infected by anthracnose? (cowpea or string bean plants infected by: bean rust, leaf spot, anthracnose) 5 Which of these diseases leaf removal and proper disposal can control? (cowpea or string bean plant infected by: bacterial wilt, bean rust, virus) 5 Wind can spread the causal organism of which of these diseases? (cowpea or string bean plant infected by: bean rust, bacterial wilt, virus) 5 Which of these specimens is a solid organic fertilizer? (specimens: compost-tea, compost, microbial-based fertilizer) 5 Which of these specimens is a microbial-based organic fertilizer? (specimens: Bio-N, 46- 0-0, 0-17-0) 5 Which of these soils is fertile? (specimens: black loamy soil, red clayey soil, sandy soil) 5 Which of these specimens is a farmer’s friend? (specimens: spider, pod borer, aphids) 5 Which of these specimens is a legume pest? (specimens: lady beetle, hover fly, mites) 5 This (specimen: hover fly) is a natural enemy of which of these pests? (specimens: aphids, leaf miner, pod borer) 5 Which of these specimens is a predator? (specimens: preying mantis, diamondback moth, Diadegma sp.) 5 Identify which of these specimens is a natural enemy. (specimens: ladybird beetle, white fly, aphids) Solanaceous Vegetables (Eggplant, Pepper, and Tomato): 5 Which of these specimen is a vector of this (specimen: virus infected eggplant, pepper, or tomato plant) disease? (specimens: aphids, semi-looper, cutworm) 5 What caused this (specimen: pinhole damage on eggplant fruit) damage? (specimens: pod borer, fruit fly, leaf miner) 5 What caused this (specimen: tomato leaf damaged by cutworm) damage? (specimens: cutworm, aphids, thrips) 5 This hole (specimen: tomato fruit with a hole caused by fruit worm) indicates the presence of what pest? (specimens: pod borer, aphids, fruit worm) 27
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Page 30 and 31: FFS CURRICULUM ON ORGANIC VEGETABLE
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Page 38 and 39: Exercise No. 2.02 17 GATHERING AND
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Page 46 and 47: How long will this exercise take? 2
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Page 64 and 65: NATURAL ENEMIES OVG 1 40 Field Guid
Page 66 and 67: Exercise No. 2.07 32 kEEPING RECORD
Page 74 and 75: LIVING SOIL AND INTEGRATED SOIL NUT
Page 76 and 77: Exercise No. 3.01 45 LIVING SOIL: A
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How long will this exercise take? 7
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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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learning objectives 102 Field Guide
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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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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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