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

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Field Guide of Discovery-based Exercises for Organic Vegetable Production
• Number of flowers or pods developed or aborted
• Others (e.g., date of tendril initiation, flowering, pod setting, pod maturity, frequency
of pod priming)
solanaceous (Eggplant, Pepper, and Tomato)
• Number of branches
• Number of fruits
• Number of flowers or fruits developed or aborted
• Others (e.g., date to flower, fruit setting, fruit maturity, frequency of fruit priming)
Parsley (Carrot and Celery)
• Methods of sowing (e.g., celery and carrot), planting (e.g., celery and carrot), or
pricking-off (e.g., celery)
• Root elongation and development (e.g., quantitative and qualitative observations for
carrot)
Cucurbits (ampalaya, squash, and Bottle Gourd)
• Number of leaves (e.g., until tendril initiation only)
• Number of nodes (e.g., additional nodes every week)
• Number of branches (e.g., additional branches every week)
• Number of flowers or fruits developed or aborted
• Others (e.g., date of tendril initiation, flowering, fruit setting, fruit maturity, frequency
of fruit priming)
some suggested questions for processing discussion
❏ What are some of commonest organically-grown vegetables observed in FFS learning and
adjoining fields? In what group do these vegetables belong?
❏ Are there common morphological characteristics, which distinguish each group of organicallygrown
vegetables?
❏ What are the minimum data required for decision-making in agro-ecosystem analysis (AESA)
for farmer field schools (FFSs) on organically-grown vegetables?