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

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54 Field Guide of Discovery-based Exercises for Organic Vegetable Production 2. Each group marks a 1-m 2 quadrant of soil surface with the use of pegs and nylon twine to secure corners of quadrant and perform activities below: 5 Pull out and ‘de-soil’ (e.g., ipagpag or shake to retain soil in roots) weeds inside quadrant. 5 Collect soil litters and organisms (e.g., rove beetles, ants, millipede, earthworms, etc.) found in soil surface and place separately in plastic bags. 5 Scrape soil within two inches depth of quadrant and place in separate plastic bag. 5 Observe crop development, root depth, presence of soil organisms, etc. 5 Observe possible indication of management practices, nutrients, fertility level, organic matter content, erosion hazards, etc. 5 List down all pertinent observations. 3. Go back to processing area. Brainstorm in small groups to design a suitable matrix to record observations and do the following activities: 5 Facilitators motivate discussion by asking: ‘Is soil a living or a dead thing?’ 5 Participants contribute to make a list of characteristics that uniquely define living organisms. 5 Brainstorm on what characteristics of soils suggest that they are ‘alive’. 4. Present output of small groups to big group. Conduct participatory discussion to allow sharing of experiences among participants. Relate some basic characteristics of living soils to abundance of soil organisms, soil organic matter content, and soil water holding capacity, soil nutrient availability, and crop productivity. 5. Synthesize and summarize output of small groups into one big group output. Draw up conclusions and recommendation from this exercise. some suggested questions for processing discussion ❏ What are some basic characteristics that define living organisms, in contrast to non-living things? While a list may be long, facilitator must emphasize and include, if not list, the following: (a) feeding, (b) growth, (c) breathing [respiration], (d) reproduction, (e) elimination of wastes, and (f) death. ❏ Which of these characteristics can be said to be true of soils? While soil itself is a composite of both living and non-living things, it nevertheless shares several characteristics of a living entity. Principally, a soil: (a) breathes, (b) needs to be fed, (c) creates waste products, and (d) in many respects, can ‘die’. ❏ Do you know of any example in which soils have been damaged and degraded to the point of being ‘dead’?
Section 3 • Living Soil, Integrated Soil Nutrient and Crop Managements ❏ How many kg of insects, worms, bacteria and fungi do you think are in a typical hectare of soil (facilitator pose this question and offer matrix below, but without numbers): ORGANISMS kG/HA X 20 CM DEEP Insects 17 Worms 600 Bacteria 1,500 Fungi 3,500 Note: This study in central Europe shows just how ‘alive’ a soil really is. It measured amount of living organisms in a 1-ha of soil, down to 20 cm in depth. To date, most participants have seriously underestimated how much living material exists in soil (especially bacteria and fungi). Recall, however, that this study was done in temperate zone. Values will be different for tropics and depend greatly on amount of organic matter in soil. ❏ Did you observe differences in kind and number of organisms and litters found in different soils? ❏ Do you think there will be differences in performance (e.g., plant growth, development, and yield) of crops to be grown in different soils? ❏ What factors do you think influenced the number and kind of organisms and litters found in different soils? ❏ What do you think is the influence of some basic characteristics of a living soil on abundance of soil organisms, soil organic matter content, and soil water holding capacity, soil nutrient availability, and crop productivity? ❏ What characteristics should we observe in a living soil that suggest abundance of soil organisms, soil organic matter content, and soil water holding capacity, soil nutrient availability, and crop productivity? 55
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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
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Page 38 and 39: Exercise No. 2.02 17 GATHERING AND
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Page 48 and 49: Exercise No. 2.04 21 ‘BALLOT BOX
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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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Page 82 and 83: methodology • Field walks, hands-
Page 84 and 85: Exercise No. 3.03 50 SOIL PROFILE A
Page 88 and 89: Exercise No. 3.04 SOIL SAMPLING AND
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Page 92 and 93: Exercise No. 3.05 53 THE ‘FEEL ME
Page 108 and 109: some suggested questions for proces
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.
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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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How long will this exercise take? 1
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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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learning objectives 134 Field Guide
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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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some suggested questions for proces
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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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