Curriculum (PDF) - Biovision

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Labour cost Push-pull Plot Farmer’s field 36 | Push-pull curriculum Activity No of people working on this activity Gapping Napier Other Time taken to complete the activity (hours) Cost of labour per day General information Date Variety of maize planted Date of planting: Fertilizer applied: Observations Farmer’s comments Low Medium High Rainfall: Number of days it rained the week before: ____ Soils • Soil colour: • Soil moisture: • Soil depth: Weather: Sunny/Cloudy/Rainy Windy/Still Hot/ Cold Total cost of this activity
Week 4 Topic Duration What you need for this lesson 1 Sources of stemborer infestation Introduction 1 hour 30 Minutes Many types of wild grasses grow in Africa. Stemborers live and feed on some of these grasses. Similarly, many types of useful insects that attack and destroy stemborers also live on these grasses. This lesson will show the farmers how wild grasses contribute to the overall management of stemborers in the Push-pull strategy. Topic: Sources of stemborer infestation Learning objective On completion of this topic, participants will be able to identify grasses on which stemborers prefer to live. Learning activities Facilitator-led introduction on the various type of grasses on which stemborers prefer to live. Field visits to observe the presence of stemborers on various grasses. Discussion (Lead question: Which grasses have the highest stemborer presence?) Duration: 1 hour 30 minutes Identifying host grasses Form groups of 4 to 6 members. Step 1: Facilitator leads groups in a field walk collecting 5 different types of grasses and dissecting 10 stems of each. Step 2: Groups use the pictures provided to try and find out their names. Figs 23 -25 are examples of common grasses. Pictures and samples of grasses, hand lens (if available), sharp knives or blades, vials, petri dishes, small containers e.g., shoe polish containers; plastic buckets (5 litres) Step 3: Groups give the local names of the grasses they have collected. Step 4: The participants count and record the number of larvae present on each dissected grass type. Fig 23. Signal grass Fig 24. Wild Sorghum Fig 25. Napier grass Push-pull curriculum | 37
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Push-pull Curriculum for Editors Fa
Page 5 and 6: Acknowledgements This curriculum wo
Page 7 and 8: John Lynam, Managing Director, Kili
Page 9 and 10: Season 1 Week 1 ...................
Page 11 and 12: Topic 1: Feeding silage to dairy an
Page 13 and 14: Week 18 ...........................
Page 15 and 16: Fig 38. A stemborer larva feeding i
Page 17 and 18: Preface Smallholder farmers in Afri
Page 19 and 20: Acronyms AESA Agroecosystem Analysi
Page 21: Preseason
Page 24 and 25: Fig 5. Busseola fusca laying eggs 4
Page 27 and 28: Week 1 Topic Duration What you need
Page 31: Learning activities Divide the clas
Page 34 and 35: Identifying the location of the sch
Page 41: Season 1
Page 44 and 45: Step 4: Run the second string from
Page 46 and 47: desmodium seed 26 | Push-pull curri
Page 48 and 49: Input costs Push-pull Plot Maize se
Page 50 and 51: Therefore, the soil should be caref
Page 52 and 53: Farmer’s fields General informati
Page 54 and 55: Learning activities Facilitator-led
Page 58 and 59: Step 5: The participants place this
Page 60 and 61: Step 2: Thin the maize to one plant
Page 62 and 63: Labour costs Push-pull Plot Total 4
Page 67 and 68: demonstrate proper gapping of desmo
Page 71: Labour costs Push-pull Plot Weeding
Page 74 and 75: Topic 2 Identifying striga This is
Page 76 and 77: Note • Weeding should only be don
Page 78 and 79: General observations (AESA): Farmer
Page 80 and 81: Exercise on recording expenses (cos
Page 83 and 84: Week 12 Topic Duration What you nee
Page 87 and 88: Note • To avoid wastage the chopp
Page 91 and 92: Fig 47. Filling the silage pit poly
Page 95: Benefit analysis of Push-pull and C
Page 98 and 99: What NOT to do Do not heap soil and
Page 100 and 101: Labour Costs Push-pull plot Harvest
Page 102 and 103: Plot Type 1 Type 2 Type 3 Type 4 Gr
Page 104 and 105: Step 2: Harvest the maize Cob pluck
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General Observations (AESA): Farmer
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Learning activities Facilitator-led
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Week 20 Topic Duration What you nee
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Labour costs Push-pull plot Activit
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Labour costs Desmodium multiplicati
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Week 1 Topic Duration What you need
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Benefits of livestock feed (Please
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10. How do both women and men acces
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Season 2
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How to lay out the Push-pull plot N
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Push-pull Vine Plot Total Establish
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General observations (AESA): Farmer
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Benefits (Please keep filling the n
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Topic 5: Weeding and rouging (remov
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Signs of striga damage • Stunted
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Labour costs Established Push-pull
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the maize growing season. When infe
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Vine established Push-pull What to
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158 | Push-pull curriculum Desmodiu
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Labour costs Established Push-pull
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Example of a table that can be fill
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Frequently asked questions Q. What
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