Oap Module 2

: Agriculture and Fishery
Sector
Qualification Title : Organic Agriculture Production NC II
Writers: Julievi B. Fernandez Tessie Jane B. Bolasco

Libertine A. Pana Charlane Jade A. Alinsub
Harold S. Putiz Noel V. Danwata
Rodel S. Desabille Edgar O. Fernandez
Alfan D. Fabio Blessel Joy L. Palomar
Illustrators: Ethelbert D. Somera John Mark J. Oliveros

D-jay P. Gloria Arniel H. Austria
Proofreaders: Edgar O. Fernandez

Charlane Jade A. Alinsub
INTRODUCTION
The subjects under TVL track strictly follow TESDA’s rules that is ensuring
workplace-ready students. In fact, every TVL strand helps students acquire job-ready
skills. The TVL track does not only guarantee skills but also ensures employment,
supported by certificates from TESDA: Certificate of Competency (COC) and National
Certifications (NC). So, for those students who want to be hired right away in the field of
agriculture, electronics, or trading, TVL track is fitted for you.
Agri-Fishery strand offers subjects that are included in the field productions in
agriculture. These include Agri-Crop Production, Animal Production & Fish Production.
This strand will help you learn the needed skills when putting up a business. There are
also courses under this strand that you can take such as agriculture, fisheries, forestry,
etc.
Organic agriculture is a holistic production management system which promotes
and enhances agro-ecosystem health, including biodiversity, biological cycles, and soil
biological activity. It emphasizes the use of management practices in preference to the
use of off-farm inputs, considering that regional conditions require locally adapted
systems. This is accomplished by using possible agronomic, biological, and mechanical
methods, as opposed to using synthetic materials, to fulfill specific function within the
system.
In this chapter of the Organic Agriculture module, preparing the composting area
and raw materials and harvesting them were discussed. At the end of the module you are
expected to perform the different competencies such as selecting site based on compost
fertilizer production requirement, preparing site layout based on location, preparing bed
according to production requirements, gathering materials for organic fertilizer based on
production requirements and PNS, applying appropriate composting method based on
production requirements, monitoring compost based on PNS indications of fully
decomposed fertilizer, checking quality of harvest based on PNS indications of fully
decomposed fertilizer, and carrying out processing of compost fertilizer based on
production requirements .
To the Learner:
This module contains various relevant activities and opportunities which will
determine how deep your understanding of the different key concepts is and demonstrate
core competencies as prescribed by TESDA Training Regulation in Organic Agriculture
Production.
Specifically, this module is crafted focusing on the different activities that will
assess your level in terms of skills and knowledge essential to get a Certificate of
Competency and/or National Certificate (NC II).
Successful completion of this specialization ensures that you have acquired the
essential skills to be used in your journey of becoming an agriculturist.
LIST OF COMPETENCIES
No. Unit of Competency Module Title Code
Core Competencies
1. Raise organic chicken Raising organic chicken AGR612301
2. Produce organic Producing organic
AGR611306
vegetables vegetables
3. Produce organic fertilizer Producing organic fertilizer AGR611301
4. Produce organic concoctions Producing organic AGR611302

and extracts concoctions and extracts
Elective Competencies
5. Raise organic hogs Raising organic hogs AGR612302
6. Raise organic small Raising organic small
AGR612303
ruminants ruminants
Sector : Agriculture and Fishery
Qualification Title : Organic Agriculture Production NC II
: PRODUCE ORGANIC VEGETABLES

Unit of Competency
: PRODUCING ORGANIC VEGETABLES

Module Title
Writers: Harold S. Putiz Rodel S. Desabille
Illustrator: Ethelbert D. Somera John Mark J. Oliveros
D-Jay P. Gloria Arniel H. Austria
Proofreaders: Edgar O. Fernandez Charlane Jade A. Alinsub

CONTENT STANDARD
The learner demonstrates an understanding of the basic concepts, underlying
theories and principles in producing organic vegetables.
PERFORMANCE STANDARD
The learner independently demonstrates the core competencies in producing
organic vegetables based on TESDA Training Regulations.
Learning Objectives:
At the end of this module, the trainees must be able to:
1. Establish nursery
2. Plant seedlings
3. Perform plant care and management
4. Perform harvest and post-harvest activities
HOW TO USE THE LEARNING MODULE
Dear Learners,
Here are some things to remember before you use the learning module:
1. Answer first the Diagnostic Test or Assessment before you proceed to answering
other activities in the module. The diagnostic assessment assesses how far your
learnings are prior to reading the content of the lesson. Your teacher will analyze
and interpret the results so that the right learning needs will be given to you.
2. This learning module contains the subject matter and activities that you have to
accomplish. Read and analyze each task carefully so you can give the correct
response to the questions. Remember that you should not skip any topic unless
told by your teacher. Each activity is a preparation for the next discussion.
3. For every learning objective, perform the prepared tasks or activities. This will
evaluate your learning on the topic discussed.
4. Lastly, do not write anything on the module.
5. Good luck, your teacher knows and believes that you can do it!
PRE-TEST 
Part I.
Instruction: Answer the following questions:
1. What are vegetables?
___________________________________________________
___________________________________________________
2. What are the classification of vegetables?

___________________________________________________
___________________________________________________
3. Why are vegetables important to human?

___________________________________________________
___________________________________________________
CONCEPT REVIEW 
Foreword
The term vegetable is used to
describe the tender edible shoot,
leaves, fruits and root of plants and
spices that are consumed whole or in
part, raw or cooked as a supplement to
starchy foods and meat.
Organic vegetable production is
an ecological production management
system for vegetables that promotes
and enhances biodiversity, biological
cycles and soil biological activity. It is a
production system working in
partnership with nature to produce
vegetables.
Philippine National Standards (PNS) Salient Features on Organic Vegetable

Production
Length of conversion period
 For annual crops: at least twelve (12) months before the start of the production
cycle
 For perennials: at least eighteen (18) months of management according to the full
standards requirements before the first harvest
Choice of crops and varieties
 Seeds and planting materials shall be of high quality and certified organic, when
available
 When certified organic seed and planting materials are not available, non-organic
seed and planting materials may be used provided they have not been treated with
pesticides and other inputs.
 The use of genetically modified seeds, transgenic plants or planting materials is
not allowed.
Soil management practices

 Organic production systems are soil-based and should care for the soil and
surrounding ecosystems in support of an increased diversity of species, while
encouraging nutrient cycling and mitigating soil and nutrient losses.
 Tillage and cultivation implements shall be selected and used in a manner that
maintains or improves soil physical and biological quality and minimizes erosion.
Fertilization practices
 The fertility and biological activity of the soil should be maintained or increased
through cultivation of legumes, green manures, multi-annual rotation program,
incorporation of organic material into the soil.
Pest, disease and weed management

 Preventive methods shall be the primary mean of pest management.
 If preventive methods are inadequate, mechanical, physical or biological methods
are preferred.
 The use of synthetic pesticides is prohibited.
Pollution control and contamination management

 Buffer zones should be established to minimize contamination from non-organic
farms.
Soil and water conservation
 Relevant measures should be taken to prevent soil erosion and ensure water
conservation.
 Land clearing through burning is prohibited.
Diversity in crop production

 The diversity of crops and cropping systems on organic farms should sustain and
promote diversity that is suited to local agro-ecosystem.
CLASSIFICATION OF VEGETABLES
According to the part consumed, vegetables could be classified as:
 Leafy vegetables: the leaves and succulent young shoots are picked for
consumption. Examples are amaranthus, lettuce, and cabbage.
 Fruit vegetables: this comprises of young, immature unripe fruits or mature ripe
fruits of plants grown as vegetables. Examples are cucumber, tomato, okra,
squash, eggplant, and sweet pepper.
 Seed vegetables: this group is important for the seed produced. Examples are
mungbean, string bean, and kadyos.
 Root vegetables: such as sweet potato, irish potato, carrot and radish.
 Spices: important for their flavor and colour in foods such as chilli pepper, onion,
garlic and basil.
Botanical or Taxonomic Classification
Vegetables are classified according to family, genera and species. This is the most
important and acceptable form of classification.
IMPORTANCE OF VEGETABLES IN HUMAN DIET
Vegetables supply most of the nutrients that are deficient in other food materials.
This includes supply of minerals, especially calcium and iron. Vegetables are acid
neutralizers e.g. okra, Corchorus spp neutralizes the acid produced from the some fruits.
Vegetables prevent constipation and promote digestion as a result of fibres/roughages
obtained from okra, cucumber, amaranth, lettuce and cabbage. Vegetables are rich
sources of vitamins A, B, and C which helps to lower susceptibility to infection. e.g.:
Carrots, sweet corn, and amaranth. Tomatoes, carrots, lettuce, cabbage and amaranth
provide Vitamin C.
Also, some vegetables are rich sources of carbohydrate e.g. potatoes, sweet corn,
carrot etc. Beans are cheap sources of protein. Vegetables are generally needed to have
balanced diets and overcome nutritional deficiencies. Vegetables make our staple food
more palatable and enhance their intake.
Characteristics of Organic Vegetable Farms:
Organic vegetable farms have been minimizing the kind and amount of fertilizers and
pesticides used to produce a crop as their overall goal. As such, emphasis is placed on
long term planning based on information regarding crop pest life cycles, soil conditioning,
extensive evaluation of ecological relationships, field conditions, and, options for
management of these variables in a given field or on a given farm. There are three basic
characteristics that define an organic farm:
1. Soil conditioning is maintained through the heavy use of composted and naturally
occurring plant and animal material incorporated into the soil profile; green manure
and cover crops, and, crop rotation.
2. Soil fertility is dependent on the continuing activity of minor organisms such as
earthworms and bacteria to digest organic matter and convert it to compounds
available to plants.
Pest control is advanced by “healthy” soil, plant resistance, selective and limited use of
pesticides that poise little or no adverse effect to the soil, crop, environment and human.
LEARNING OUTCOME 1
Establish Nursery
DIAGNOSTIC TEST
Multiple Choice: Choose the best answer

1. A place where young plants are raised and taken care until they reach the right
size for transplanting is called?
a. Nursery
b. Garden
c. Vegetable
d. Seed bed
2. This type of nursery is developed only to fulfill seasonal requirements or a targeted
project.
a. Permanent Nursery
b. Temporary Nursery
c. Vegetable Nursery
d. Forest Nursery
3. In this type of a nursery, the plants are nourished and kept for a longer period of
time till they are sold out or planted permanently in a field.
a. Temporary Nursery
b. Permanent Nursery
c. Vegetable Nursery
d. Ornamental Nursery
4. Seedlings, rootstock and scion material of ornamental plants are raised and
conserved for further use in such a nursery
a. Permanent Nursery
c. Ornamental Nursery
d. Forest Nursery
5. Planting material like seedlings of vegetables, rootedcuttings (asparagus and
sweet potato), rhizomes (ginger), tubers (potato) and bulbs (onion and garlic) are
raised and conserved in such a nursery
a. Vegetable Nursery
d. Forest Nursery
6. Rootstock of different forest plant species and mother plants are raised in a forest
nursery
a. Vegetable Nursery
d. Forest Nursery
7. Such a nursery is established in open areas without any permanent structure.
Usually, raised, flat or sunken seedbeds are prepared.
a. Hi-Tech Nursery
d. Open Field Nursery
8. Such a nursery is established under protected structures.
a. Temporary Nursery
b. Hi-Tech Nursery
d. Open Field Nursery
9. The nursery is covered with a plastic film or sheet to form a tunnel
a. Thatched roof
b. Shade- Net
c. Poly-tunnel
d. Green house or poly-house
10. It is a framed structure covered by poly-film or shade-net so that the plants can
grow under partially or completely modified environment
a. Thatched roof
b. Shade- Net
c. Poly-tunnel
d. Green house or poly-house
WHAT IS NURSERY?
The nursery is where young plants
are raised and taken care of until they
reach the right size for outplanting. It also
provides enough supply when the need
arises which is more economical than
procuring them from commercial sources.
The production of planting materials
requires a nursery to protect the plants
from natural destructive elements such as
typhoons, floods, or droughts. It also
protects the seedlings from roaming
animals and insect pests to ensure their
safety and quality.
Importance of nursery
 It is possible to grow and maintain a large number of plants per unit area.
 Small and expensive hybrid seeds can be raised more effectively due to better
care and management.
 When seeds are sown in seedbeds, their germination percentage increases and
the vigour of the seedlings also improves.
 The management of seedlings can be done in a better way with minimum care,
cost and maintenance as the nursery area is small.
 Manipulation of growing conditions for plants becomes easy.
 Better and uniform crop growth can be obtained in the main field by selecting
vigorous and healthy seedlings.
 Off-season sowing of seeds becomes possible, which ultimately results in fetching
more returns.
 The seed requirement of nursery raised crops is less as compared to direct seed
sowing of the same crop due to better management.
 Sowing seeds in a nursery allows additional time for doing preparatory tillage in
the main plot. Harvesting of the previous crop can also be prolonged, if needed.
 Management of insect
IDEAL CHARACTERISTICS OF ORGANIC NURSERY
In selecting the site for the vegetable nursery, here are the things to consider:
 Clean, free from contaminants and establish buffer zone, if necessary
 Put up shade or transparent plastic to protect heavy rains and avoid entry
point for insect pest
 Availability of clean and unchlorinated water
 Availability of concoctions
 Secured area from stray animals
 Provide clean garden tools
 Strictly maintain proper record keeping
 Area should be large enough to accommodate the required seedlings and
facilities
 Area could be flat or slightly inclined to allow sufficient drainage
 Area must be accessible or close to the road
 Area must have good soil condition, i.e. dry sandy loam or loam, topsoil of
about 30 cm, with 5.5 to 6.5 pH and high quantity of organic matter
TYPES OF NURSERY
Nurseries are classified based on duration, plants produced and structures used.
A. On the basis of duration
1. Temporary nursery
This type of nursery is developed only to fulfill seasonal requirements or a targeted
project. Such a nursery is usually small in size and is set up for a short period and after
which, it is abandoned. Temporary nurseries are mostly used for raising seedlings of
vegetables and flower crops. These nurseries are found near the main planting area.
Features
 It is constructed for a short period and is small in size.
 Intensive manuring and fertilisation is not necessary in such a nursery as it is
constructed at a site rich in humus.
 As it is located near a planting site, the distance between the nursery and the actual
planting site is less.
 No major transportation is required, and if any, the cost is less.
 Special supervision is not required in the maintenance of such a nursery. However,
security aspects must be taken care of.
Advantages
 Mortality or injury due to shock of lifting and transportation of seedlings is negligible
due to less distance between the nursery and actual planting site.
 Initial investment in a temporary nursery is less as compared to a permanent one.
Disadvantage
 Because of its temporary nature, basic facilities like irrigation may not be adequate.
Therefore, special arrangements need to be made in order to keep the plants and
seedlings in healthy condition.
2. Permanent nursery
In this type of a nursery, the plants are nourished and kept for a longer period of
time until they are sold out or planted permanently in a field. The area covered under such
a nursery is larger than a temporary nursery and it has all features that are required in a
permanent nursery.
Some of the important cultural operations carried out in the permanent nursery
throughout the year are as follows:
• It requires a large area and must be well connected by road.
• Such type of a nursery requires intensive management and supervision.
• High initial cost is involved in the establishment of such a nursery.
• Permanent nursery comprises office, store, mother blocks, nursery beds, protected
structures, irrigation source, electricity, transportation facilities, packing yard, manure,
cattle and machinery shed.
Advantages
• Greater range of planting stocks, such as seedlings, grafted plant, budded plants, layers,
rooted cuttings, etc., are available.
• Being permanent in nature, it becomes a perpetual source for the supply of planting
material for many years.
• Being concentrated at one place, its supervision and management is better due to the
availability permanent staff.
• The initial production cost is reasonable but profits go up in the long run.
Disadvantages
• The initial investment cost is high.
• The transportation cost is more.
• Such a nursery needs intensive labour management.
• It must be backed by a large market for the sale of plants and seedlings.
• It requires skilled human resource round the year.
B. On the basis of plants produced
1. Ornamental nursery
Seedlings, rootstock and scion material of ornamental plants are raised and
conserved for further use in this nursery. It includes mother blocks of ornamental plants,
which are used in layering as well as in producing scion material for budding and grafting.
The raised and flat beds of the nursery are occupied by seedlings of various annuals,
perennials and rootstocks of ornamentals. A separate block of the nursery consists of
vegetative and reproductive phase of bulb and tuber crops. Cuttings of different climbers
and creepers are also planted here for rooting. An ornamental nursery also houses many
indoor and outdoor potted plants. The blocks of seedlings of cut and loose flowers,
seasonal, bonsai, climbers and creepers are managed individually here.
2. Vegetable nursery
Planting material like seedlings of vegetables, rootedcuttings (asparagus and
sweet potato), rhizomes (ginger), tubers (potato) and bulbs (onion and garlic) are raised
and conserved in this nursery.
3. Fruit plant nursery
In this nursery, seedlings and cuttings of rootstocks, budded plants, grafts, layers
and cuttings of fruit trees, such as mango, lychee, ber, bael, guava, sapota, etc., are
raised and conserved. This nursery has mother blocks of different fruit crops, which are
used as scion material.
4. Forest nursery
Different species of trees and climbers planted in forests
and used in ‘social forestry’, for example plantation along roads,
gram panchayat land, gardens, etc., aremostly propagated by
seeds. In short, social forestry refers to forests or plantations set
up by communities and tribes. Rootstock of different forest plant
species and mother plants are raised in a forest nursery.
C. On the basis of structure used
1. Open field nursery
This nursery is established in open areas without any permanent structure. Usually,
raised, flat or sunken seedbeds are prepared. These are vulnerable to natural
environmental conditions.
2. Hi-tech nursery
Hi-tech nursery is established under protected structures. The protected structures in
which the nursery can be successfully raised are as follows.
a. Thatched roof: In this type of nursery, a thatched roof is constructed over the
nursery beds, which protects the seedlings from damage caused by extreme
wind, rain, heat, etc.
b. Shade-net: Such a nursery is raised under shade-net houses. To give different
amount of shade to plants based on their requirements, shade-nets of different
colours and mesh sizes are used as covering material
c. Poly-tunnel: The nursery is covered with a plastic film or
sheet to form a tunnel. It is miniature structure, which
produces greenhouse-like effect. Besides not being
expensive, it is easy to construct and dismantle. The
seedlings are protected from cold, wind, storm, rain and
frost. Due to modified conditions, there is better
germination and plant growth.
d. Greenhouse or poly-house: It is a framed structure covered by poly-film or
shade-net so that the plants can grow under partially or completely modified
environment. Such structures are ventilated and may have temperature and
humidity controlling devices. The seedlings are raised inside the structure on
raised beds or in plug-trays, and also for hardening of tissue cultural plants.
Nursery bed
It refers to a land, which is made free from weeds,stumps, stones, pebbles, etc.,
and is used for sowing of seeds to raise seedlings and multiplication of different species
of plants through asexual means.
Preparation of the nursery bed
Nursery beds can be prepared in three different ways.
1. Sunken bed
The soil of the seedbed needs to be sterilized by soil solarisation or by hot
water tretment to avoid contamination by pests and diseases.
The soil of the nursery bed is thoroughly mixed with rotten farmyard manure.
This type of nursery bed is prepared in dry and windy areas.
In dry areas, the bed is kept 10−15 cm. below the ground level, which helps in
conserving water.
Sunken bed facilitates the deposition of irrigation water or rainwater for a longer
time.
In case of water scarcity, this type of bed helps to conserve the moisture.
Such a bed can be easily irrigated duringdry season.
A sunken bed provides protection to the seedlings during high wind conditions
as they are covered.
2. Level bed
The soil of the seedbed must be sterilised by soil solarisation • After soil
preparation, the recommended dose of manure and fertilisers is mixed in the
nursery bed.
For efficient management, the whole area is divided into uniform size of small
beds.
Usually, a flat bed is 1-metre wide and has length according to the slope of the
field.
Irrigation channels are prepared between the rows of the beds through which
each bed is connected. These also act as drainage channels in case of heavy
rain or excess irrigation.Such a bed is prepared during non-rainy season
(summer and winter) so that there is no waterlogging.
Adequate drainage provision is made and preference for sandy or sandy loam
soil is given when preparing a flat bed.
3. Raised bed
Such nursery bed is prepared during the rainy season.
The land is levelled and made free of weeds, stumps, stones, pebbles, etc.
The soil of the nursery bed is thoroughly mixed with 5−10 kg per sqm rotten
farmyard manure.
This type of bed is prepared about 15 cm high from the ground level. The width
is kept at 1−1.5 m and length 3−5 m. This enables adequate drainage during
rains and checks water stagnation.
A space of 3−4 cm is left between two beds in order to carry out cultural
practices smoothly.
Answer the following questions:
1. Define what is Nursery.
2. Why is nursery important?
3. Describe the diffrent types of nursery.
3. Discuss the different ways of preparing nursery beds.

Activity Sheet 2.1.1
Name: _____________________________________ Score: ____________________

Year Level & Section: _________________________ Date: _____________________
APPLY KNOWLEDGE ON NURSERY

Instruction: Select only one activity that interests you.
A.Visit a nursery near to you (School, Barangay, Municipal, etc) and answer the following
questions.
Guide Questions Your Answer
1. What is the name of the nursery?
2. What type of nursery?
3. What are the best practices did you observed
B. Collect picture of nurseries and classifty them according to types. You can download
pictures from the internet or you may get them from old Books and Magazines.
LESSON OBJECTIVE:
Select seeds based on PNS and NSQCS/BPI
Content Standard: The learner Performance Standard: The learner

demonstrates an understanding of the independently demonstrates the core
basic concepts, underlying theories competencies in producing organic
and principles in producing organic vegetables based on TESDA Training
vegetables. Regulations.
Learning Outcome 1-1.1: Select seeds based on PNS and NSQCS/BPI
Code: TLE_AFOA9-12OV-IIIa-j-Iva-j-1
DIAGNOSTIC TEST
Direction: Read the sentences carefully and determine if it is TRUE or FALSE. Just write
TRUE if you think the statement is correct, and FALSE if you think it is not.
____________ 1. Good quality seeds are essential to grow a strong and healthy crop.
____________ 2. Small, shriveled and broken seeds contain less nutrition for the
developing seedling.
____________ 2. Even if seeds are selected carefully, they still may carry diseases.
____________ 4. While seed selection is mainly aimed at obtaining healthier seeds, it
can be used also to maintain and improve the quality of the crop variety.
____________ 5. Use the best seeds in sowing.
SEED SELECTION
What is a seed?
Seeds may be defined
structurally. A true seed is a fertilized
matured ovule, consisting of an
embryonic plant, a store of food and
a protective seed coat. A store of
food consists of cotyledons and
endosperm.
Good quality seeds are
essential to grow a strong and
healthy crop. Healthy seeds can be
bought from trusted sources or farmers can produce their own seeds. In that case, seed
selection can be used to improve the quality of seeds.
There are several diseases that are transmitted via the seeds. If seeds from an
infested field are used to grow the next crop, these seed-borne diseases will immediately
cause serious problems. Seed selection should start by obtaining seeds from healthy
plants.
Small, shriveled and broken seeds contain less nutrition for the developing
seedling. By removing these inferior seeds, the farmer is able to grow stronger and
healthier seedlings.
Even if seeds are selected carefully, they still may carry diseases. In this case,
seed treatment could be used to further improve the quality of the seeds. While seed
selection is mainly aimed at obtaining healthier seeds, it can be used also to maintain and
improve the quality of the crop variety. In a crop field, there are always differences
between plants. Some plants may have characteristics that are more suitable than those
of other plants. During the growing season, the farmer may try to observe these
differences and mark preferred plants with a ribbon or with a stick. During the harvest, the
seeds of these plants can be reserved for growing the next crop. In this way, the farmer
can slowly improve the quality of his variety.
The selection of these plants may be based on characteristics such as the size of
the plant, color or size of fruits, number of grains per ear, etc. But selection can also be
done to keep seeds of plants that suffered less attacks by insects or diseases.
In this way, the farmer will select at harvest time the best seeds to be kept for the next
season. Still, just before starting the next season, it is recommended to remove seeds
that are too small, spotted, deformed, discolored, etc. For sowing, only the very best
seeds should be used.
SELECTING GOOD SEEDS
The Philippine National Standard (PNS) for Organic Agriculture provides the following
guidelines in selecting good seeds:
 Seeds and planting materials shall be of high quality and certified organic, when
available.
 When certified organic seed and planting materials are not available, non-organic
seed and planting materials may be used provided that they have not been treated
with pesticides and other inputs not permitted by this Standard.
 Seeds and planting materials derived from tissue culture may be used for the
production of organic, disease-free planting materials.
 Materials allowed for the treatment of seeds include are the following:
 Wood ash Clay (e.g. bentonite, perlite, vermiculite, zeolite)
 Silicates (e.g. sodium silicates, quartz)
 Carbon dioxide and nitrogen gas
 Ethyl alcohol
 When the use of treated seeds is required by government authorities or
phytosanitary regulations necessary to prevent the spread of seed-borne
diseases, or when natural disaster like floods, drought, earthquake, pest
outbreaks, or other unanticipated circumstances have occurred, causing the
destruction of organic seed supply, only then can treated seeds be used.
 The use of genetically modified seeds, transgenic plants or planting materials is
not allowed.
 Plant varieties should be bred to retain natural reproduction methods
____________ 1. Good quality seeds are essential to grow a strong and healthy crop.
____________ 2. Small, shriveled and broken seeds contain less nutrition for the
developing seedling.
____________ 2. Even if seeds are selected carefully, they still may carry diseases.
____________ 4. While seed selection is mainly aimed at obtaining healthier seeds, it
can be used also to maintain and improve the quality of the crop variety.
____________ 5. Use the best seeds in sowing.
Name: _____________________________________ Score: ____________________

Direction: Answer the following:
1. What is the importance of selecting seeds?
___________________________________________________________________
___________________________________________________________________
______________________________________________________________.
2. Why it is important to know the sources of our seeds?

___________________________________________________________________
___________________________________________________________________
___________________
LESSON OBJECTIVE:
Prepare seedbeds based on planting requirements and the
Vegetable Production manual (VPM)

Learning Outcome 1-1.2: Prepare seedbeds based on planting requirements and the
vegetable Production Manual (VPM)
DIAGNOSTIC TEST
_____________1. A seed bed may be thought of, incorrectly, as a rather unimportant part
of the garden which can be tucked away in some corner.
_____________2. Seed bed be remembered that seed germination and early growth of
any plant has an importance influence on the final quality of the plant.
_____________3. If the seed bed is shaded by hedges or buildings, the seedlings may
grow strong.
_____________4. Drainage of the bed is important, seeds generally do well if they
become waterlogged
_____________5. Once the seeds have been sown, they are normally covered by pulling
the back of rake or hoe over the surface of the bed to fill the drills.
SEEDBED PREPARATION
If you are going to be a serious
gardener, you’ll probably need a
seed bed where you can sow the
seeds and bring on the seedlings for
later transferring to the final position
of the plants (alternatively, sowing in
trays will do just as well for many
plants). The main reasons for having
a seed bed are
 Some young seedlings need less space than the mature plant, so less of the
garden need be committed to a crop until is really necessary
 A crop may be started off in the bed while its final position has another crop waiting
to be harvested
It must be noted that not all plant seeds are suitable for starting off in a seed be; a
large number of plants cannot be successfully transplanted so these seeds need to be
planted in their final location.
POSITION FOR SEED BED
A seed bed may be thought of as rather unimportant part of the garden which can
be tucked away in some corner. It must be remembered that seed germination and early
growth of any plant has an important influence on the final quality of the plant- if the seed
bed is shaded by hedges or buildings, the seedlings may grow week and spindly. Similarly
drainage of the bed is important, seeds generally don’t do well if they become water
logged (nor if they dry out).
Ideally the seed bed should:
 Be open , but sheltered, position with good drainage
 Be free of perennial weeds as weeding between the small seedlings can be difficult
and time consuming
 If the garden is a haven for the local pets, it is worthwhile putting wire netting
around the bed
 Do not use a bed which was used to grow potatoes in the previous year, any
sprouting potatoes left from the crop will be a problem around the young seedlings.
PREPARING THE SEED BED
The requirements for a seed bed is basically the same as for any vegetable bed,
except that the soil need be only forked to a relatively shallow depth. If it is a new bed
(i.e. never previously used to grow plants), the bed will need to be dug and prepared as
with any new bed.
I f plants have previously been grown on the bed, the preparation required is much
less as the soil will have broken up and most stones removed.
The biggest challenge to any gardener is to decide when the soils is suitable for
working - not too dry and not too wet. This depends to some extent on the type of soil, a
clay soil can turn from a sticky mass to hard as rock very quickly. Choosing the right time
is one of the hardest choices, especially for new gardeners – it is largely a matter of
experience with the particular soil type in the garden.
Assuming the seed bed is established, the likehood is that there will be some
seedlings in it when you come to prepare it for a new sowing.
HOW TO MAKE A SED BED
A seed bed is a plot of garden set aside to grow vegetable seeds, which can later
be transplanted. It is the alternative to starting seeds in pots, and it is best used when you
can control the temperature, soil quality and water in the bed. You can make a seed bed
outside or in a greenhouse several months before you want to plant your garden.
Part 1. Choosing a location
1. Get to know your climate. If you have short vegetable growing season, you
should make your seed bed inside a greenhouse. You may need to bring in soil
and compost into your greenhouse
2. Choose location with plenty of lights. Seeds require plenty of light, so the seed
bed should be placed in an area with the most consistent light and the fewest
shadows.
3. Pick an area that you can protect from wind, foraging animals and flooding. If
these are big risks in your yard, consider purchasing or making a small plastic
hoop house in which the seeds can be protected.
4. Don’t choose a plot where you grew tubers or had a heavy weed problem. The
tuber roots and weeds can crowd out the seedlings.
PART 2 – Creating a fine soil

1. Prepare the base soil for you seed bed. Break
up the soil with rake. Allow sticky, soaked soil to dry
out before.
2. Amend you soil. Add

compost, if it is sandy or it
is low nutrient value. Add
store bought organic
matter in your soil that it
sticks together.
3. Clean up the soil before you place it in your seed bed. Pick out weeds and
debris.
4. Transport enough soil to fill 8 -12 inches of soil

to your seed bed location. Spread it onto the area until
it is level. Use the back of a garden rake to make to
level and pat it down lightly.
5. Water the soil to make it firm. Try sprinkling it
first to break the surface tension. Then, water more
deeply.
6. Cover the soil with

plastic sheet and leave it
for 10 days. Flies are
attracted to fresh soil and
they will disappear during this time.
7. Weed the area if weeds germinate during this process. The plastic sheet will
serve to warm up the soil for better germination
Part 3 Planting Seedbeds

1. Create “drills” in the soil with a hoe.
These are small “v” shaped lines in you
seed bed, which you can use to
separate seedlings. Using drills allows
you to recognize the plants amidst
weeds and other plants
2. Water along the length of the seed bed. Seeds need moist soil to germinate
3. Sprinkle seedlings just barely into the soil along the drill/row. Plant them
according to the seed package directions for starting seeds
4. Rake the thin layer of soil over the “v” lines so that th level of the soil is the
same as the rest of the garden. Pat it down with the other side of your rake
5. Label the row
6. Thin the seedlings after they germinate and start to grow. This will keep your
seed bed from overcrowding before you transplant. Compost the unwanted
seedlings.
IMPORTANT REMINDERS IN SEED BED PREPARATION
• Clear the area and prepare growth media
• Sterilize plots through sun drying or hot water treatment
• Introduce beneficial microorganisms
• Provide access to clean and unchlorinated water
• Prepare the seedbeds using indigenous materials
• Seedling trays maybe used or “arorong”
• Strictly record the activities
Watch out for other pests –example slugs; young plants are tender and will provide
a good meal for a number of pests.
SEEDLING CONTAINERS
The seedling containers can be either commercially available trays or individual
containers made from banana leaves, known as the Lokong method.
1. Seedling trays
• Available in different sizes (50 to 128 cells per
tray)
• The soil is filled into the plastic trays
• Depending on the crop, one to two seeds are
planted into each cell
• Depth of sowing depends on size of the seed.
As a rule, it should be only twice the size of the
seed
• Thoroughly mix the media components together
on a clean surface. If using the vermicast mix,
store the media off the ground, in a sheltered
location. If using the soil based media, it must be pasteurized before use.
2. Lokong method
 Used in the absence of seedling trays and
makes use of banana leaves.
 Banana leaves are rolled into a dimension of
2 cm in diameter and 15 cm long.
 The soil media is placed into the rolled
banana leaves and placed in rows on a
leveled area.
 Seeds are placed into each lokong. All other
practices follow that of the cellular method
Container filling and sowing
Fill the seedling trays with growing media and level off so that the top of the
media is level with the top of the trays.
If you are using the Lokong method, group the containers together, fill with
media, and level it off.
Sow seed to a depth of 1 cm, 1 seed per cell and cover with media. Place the
trays on metal benches and water in with a fine water breaker.
Covering the trays or lokong with sacks after sowing conserves moisture and
maintains a uniform temperature that hastens germination. Covers should be removed
at seedling emergence to prevent deformation and abnormalities.
Growing medium
The material in which plants grow in pots is known as ‘potting material’, while the
substrate or medium used to grow plants is called ‘growing medium’. The choice of the
type of potting material is important as the growth of plants largely depends on it.
Functions of growing medium
• It supplies nutrients, air and water to the roots of plants.
• It retains necessary water in the soil, while excess is drained out.
• It provides physical support to plants.
• It facilitates maximum root growth.
Characteristics of growing medium
• The medium must have adequate aeration, drainage and water-holding capacity.
• It must not be too heavy to lift.
• The medium must be slightly acidic to neutral, i.e., pH of 6 – 6.5 being satisfactory
in most cases.
• It must be free of weeds, pests and pathogens.
• It must be easily available.
• It must not be too expensive.
TYPES OF GROWING MEDIUM
The main function of growing medium is to supply nutrients, air and water to the
roots of a plant. It supports the plant physically and holds it in upright position, allowing
growth against the gravitational force.
For the above two functions, it is necessary that the medium facilitates the growth
of roots within it. The chemical composition, as well as, physical structure of the medium
favors the growth of the plant. Different types of growing medium are used as per the
requirement of plants.
Garden soil
Light and sandy loam soil must be used as growing medium, while silty or clayey
soils are not preferred due to poor aeration and stickiness. The soil contains both organic
and inorganic matter. When the soil is used as a medium, it may contain disease-causing
pathogens, along with weed seeds, which is a serious problem in growing crops. The soil
is easily available and comparatively a cheaper medium used in a nursery.
Sand
Large particle size makes this medium more porous, aerated and well-drained.
The water-holding capacity of this medium decreases with an increase in the size of the
particles. The usual size of sand is 0.05–2 mm. Quartz sand is a useful growing medium
but it lacks in nutrient content. It is relatively inexpensive and heavy. Generally, it is mixed
with soil and used as a well-drained porous medium.
Compost
Compost is formed due to the decomposition of organic matter. Leaves, grass
clippings, bagasse, litter, wood waste, rice husk, sawdust and farmyard manure are some
of the common ingredients used for preparing compost. Compost contains nutrients that
plants need for growth. Vermicompost is a supplement that is added to a growing medium.
Sphagnum moss
Commercial sphagnum moss is a dehydrated by-product of bog plants of genus
Sphagnum. Commonly used moss grass is comparatively light in weight, acidic in
reaction, sterile in nature and has sufficient water-holding capacity. Hence, it is
commercially used as a rooting medium in air layering.
Peat
Peat consists of residues from marsh swamp and organic nitrogen. It helps in fast
vegetative growth and is commonly used for growing newly rooted cuttings or newly
germinated seeds.
Coir peat or coco peat
Coir peat is obtained from coir’s fibre dust. It is acidic in nature and has a pH of
about 5. It has a high water retention capacity.
Vermiculite
Vermiculite is chemically hydrated magnesium aluminum iron silicate. It is
produced by heat treatment of mica. It is porous in nature and light in weight. It has
adequate water-holding capacity.
Perlite
Perlite is a natural mineral of volcanic origin, which is light in weight. Its pH is,
usually, neutral to slightly alkaline.
Sawdust
It is the by-product of sawmills. It is easily available and cheap. It is poor in nutrient
content but can be used after adding nitrogen.
Preparing growth media
• Use the ratio of 1:1:1
• One (1) part of ordinary garden soil, one (1) part of vermicompost and one (1) part
of coco coir dust or carbonized rice hull
_____________1. A seed bed may be thought of, incorrectly, as a rather unimportant part
of the garden which can be tucked away in some corner.
_____________2. Seed bed be remembered that seed germination and early growth of
any plant has an importance influence on the final quality of the plant.
_____________3. If the seed bed is shaded by hedges or buildings, the seedlings may
grow strong.
_____________4. Drainage of the bed is important, seeds generally do well if they
become waterlogged
_____________5. Once the seeds have been sown, they are normally covered by pulling
the back of rake or hoe over the surface of the bed to fill the drills.
Activity Sheet2.1.3
Name: _____________________________________ Score: ____________________

A. SEED BED PREPARATION
Direction: Follow the procedures in seed bed preparation
Choosing Location
1. Get to know your climate
2. Choose a location with plenty of light
3. Pick an area that can protect from wind, foraging animals and flooding
4. Don’t choose a plot where you grew tubers or had a heavy weed problem.
Creating a fine Soil
1. Prepare the base soil for your seed bed
2. Amend your soil
3. Clean up the soil before you place it in your seed bed
4. Transport up the soil to fill 8-12 inches of soil to your seed bed location
5. Water the soil to make it firm.
6. Cover the soil with a plaster sheet and leave it for 10 days
Planting Seedbeds
1. Create drill in the soil with a hoe
2. Water along the length of the seed bed
3. Sprinkle seedlings just barely into the soil long the drill/row.
4. Rake a thin layer of soil over the “v” line
B. POTTING MEDIA PREPARATION (FOR SEEDLING CONTAINER)
Direction: Follow the procedures in Seedling Container Preparations.
Preparing your seedling container
1. Look for a suitable seedling container (Seedling tray, Lokong)
2. Prepare your growing media (3 at least growing media)
3. Carefully mix the growing medium at ratio of 1:1:1
4. Introduce beneficial microorganism (IMO, FPJ, etc)
5. Fill in the seedling tray or lokong with your growing. Level off your growing
media
Planting on your seedling container
1. Sow seed to a depth of 1 cm, 1 seed per cell and cover with media.
2. Place the trays on metal benches and water in with a fine water breaker.
3. Place your seedling containers on a safe and shaded area
LESSON OBJECTIVE:
Care and maintain seedlings according to farm procedure

Learning Outcome 1-1.3: Care and maintain seedlings according to farm procedure
DIAGNOSTIC TEST
Answer the following questions

1. Why it is important to take care of our seedlings?
2. Aside from what you have learned from this module, what do you think are the other
activities that would help the seedlings grow healthy?
CARE AND MAINTENANCE OF SEEDLING
Handling of plants
Since plants grown in a nursery are tender, care must be taken in nourishing them
in order to ensure their growth and development. Timely and effective preventive
measures against pests and diseases must also be taken. The production of quality
seedlings depends on how well the following activities have executed in the nursery.
Shading
Newly grown seedlings must be protected from adverse weather conditions. Shade
can be provided by using shade nets or polythene sheets
Thinning
It is important to maintain plant density in rows so as to ensure adequate light and
air to the plants. During this process, weak, diseased or damaged plants are pulled pout,
allowing the growth of healthy seedlings.
Here are some tips when thinning your seedlings:
 Make sure that bases are covered and keep 2-3 of the strongest seedlings just to
make sure that if you lose a seedling or two after the thinning phase you will have
at least 1 to grow to maturity.
 When leaving more than one seedlings, thin the strongest plant at week 2 or 3 by
snipping off the weaker seedlings at the base of the stem with small scissors
because by that time their roots will be growing together and you won’t want the
strong plant disturbed.
 Use your fingers to gently pull out the little seedling – the roots are small enough
that they easily pull out. Start at the outside and just pull a few at a time.
 You can also use a narrow tool – like a chopstick – to help remove the unwanted
seedlings from the roots up – just be careful not to dislodge the seedlings you do
want to stay
Watering
After the establishment of individual plants, watering must be done as per
requirement of individual plants.
Weeding
Weeding refers to the removal of all unwanted plants from the nursery. Periodic
removal of weeds is beneficial for the growth and development of seedlings as it prevents
competition with the main plants for sunlight, water air and nutrients. It also acts as
secondary host for insect pests and disease carrying organisms. Thus, the nursery area
must be kept free from weeds. Hand weeding and hoeing are the most common practices
to remove weeds.
Hardening of seedlings
Seedlings must be hardened -off (acclimatized) in partial shade before being
planted in the main field so that they can survive the harsh open climatic conditions.
Generally, hardening is done before transplanting in the open field by gradually exposing
the seedlings from lower to higher temperature. Over hardening of the seedlings must be
avoided
Staking
Staking is a practice to support plants growing straight and saving them from
bending and lodging. This is done at a time when the plants are not too tall. It saves the
plants from being blown over due to wind and rain, and also because of the weight of its
stems, when in bloom.
1. Why it is important to take care of our seedlings?
2. Aside from what you have learned from this module, what do you think are the other
activities that would help the seedlings grow healthy?
Name: _____________________________________ Score: ____________________

Direction: Make a schedule of activities with regards to Care and Maintenance of

Seedlings. Just put a check (/) mark in the box on the dates you performed the activity.
Please provide additional table if necessary. After you have completed this activity, you
need to submit your output to your teacher for evaluation.
SCHEDULE OF ACTIVITIES ON CARE AND MAINTENANCE OF SEEDLING
Activyt Week 1 Week 2 Week 3
1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7
Shading
Thinning
(As the need
arises)
Watering
(As the need
arises)
Weeding
(As the need
arises)
Hardening
(Few days
before
transplanting)
Staking
LEARNING OUTCOME 2
Plant Seedlings
LESSON OBJECTIVE:
Perform land preparations according to prescribed practice
(cleaning, plowing, and farrowing)

Learning Outcome 2-1.4: Perform land preparation according to prescribed practice
(cleaning, plowing, farrowing)
DIAGNOSTIC TEST
1. What are the activities conducted during land preparation?
2. Explain the importance of land preparation

CULTURAL PRACTICES AND MANAGEMENT OF ORGANIC VEGETABLES
Land Preparation
Vegetables differ widely from field crops in their requirements for land preparation
and cultural practices because of their differences in their morphologies, growth habit,
and socio-economic values. In preparing land for vegetable production, the following
factors are taken into consideration: ecological location, mode of cropping, season, crop
disposition, and the type of vegetables to be grown.
Clearing
It is often necessary to remove the vegetation cover when a piece of land is to be
used for vegetable production. The land clearing methods may involve removing the
remains of previous crops and undergrowth, cutting back the woody shrubs and trees and
decompose them.
General Organic Practices for Land Preparation

• Thorough land preparation by pulverizing soil and make it free from weeds
• Construct canals and waterways for proper drainage
• One meter of width of plot (distance depends upon the crop to be planted)
• Sterilize plots
• Strictly record the activities
Levelling
When the site has been cleared, uneven land may have to be leveled. This
facilitates the process of plowing, harrowing ridging and layout of the site.
Tillage
Tillage is the term used for manual or mechanical manipulation of the soil to
prepare it for use in crop production. In vegetable production, the main objectives for
tillage are to secure increased growth and yields, to obtain suitable seed bed, to eliminate
competition with weeds during early growth, improve the physical condition of the soil and
conserve its water and nutrient contents.
Planting
Vegetables can be propagated either by direct sowing and transplanting methods.
 Direct sowing: Vegetables are sowed either by broadcasting or by seed drilling
methods.
 Broadcasting method: In broadcasting, seeds are spread over the prepared land
by throwing small quantities of the seeds into the air close to the surface of the
prepared land. Broadcasting is the normal practice in sowing seeds of most leafy
vegetables.
 Seed drilling method: This is a method for planting small seeded vegetables in
rows. Shallow furrows are made at the spacing recommended for the crop and the
seed drilled along the furrows.
 Transplanting method: Vegetable seedlings are first raised in the nursery for a
required period of time before they are transplanted on the field. Seedlings are
transplanted in the morning or in the evening to avoid transplanting shock.
Vegetables like tomato, pepper, cabbage, eggplant are planted by using
transplanting method.
1. What are the activities conducted during land preparation?
2. Explain the importance of land preparation

Name: _____________________________________ Score: ____________________

Direction: Follow the procedures in land preparation
A. Clearing
1. After selection of your site for vegetable production, clear the area by removing
the vegetation. Remove the remains of previous crops and undergrowth,
B. Plowing
1. Before you start to plow, be sure to check your equipment.
2. Clear the field with obstructions, like rocks, piece of wood
3. Plow the field either by hand or using animals or tractor
C. Harrowing
1. Harrow the field to break up clods (lumps of soil)
D. Making of Plots
1. Make plots for planting vegetables at a width of one meter per plot. The length
of your plot will depend on the size of your area and crops to be planted
2. Construct canals and water ways
3. Level the plots using rake and other tools.
4. Apply beneficial micro-organisms prior to transplanting
LESSON OBJECTIVE:
Identify beneficial micro-organism and introduced it prior to
planting vegetable crops.

Learning Outcome 2-1.5: Identify beneficial micro-organism and introduced it prior to
planting vegetable crops.
DIAGNOSTIC TEST

1. Why it is important to identify different beneficial micro-organisms?
2. Give at least one beneficial micro –organism and explain its function to the soil.
While conventional agriculture relies on synthetic fertilizer, chemical pesticides or
other technological inputs for crop production, organic agriculture aims to make optimal
use of the natural capital of the soil and its microbial population through methods such as
the selection of indigenous crop varieties, and the production of crops appropriate to soil
conditions. A number of different soil microorganisms are involved in these processes.
Many show potential biocontrol activities against weeds, crop diseases and pests, while
Rhizo- bacteria and mycorrhizal species can play an important role in sustainable fertility
management. Microorganisms are currently being used as a replacement for synthetic
pesticides and fertilizers for many different crops.
A more holistic concept of farming in terms of agro-ecology has begun to challenge
the traditional reductionism approach to the study of agriculture. As a result we have
become more aware of the importance of microorganisms in such processes as soil
formation, plant nutrition, and the suppression of plant pathogens, pests and weeds.
Moreover, it has become clear that many farming practices – intensive tillage, pesticide
use, fertilizer use and mono-cropping in particular – are directly or indirectly harmful to
soil microbes and therefore to the processes mediated by them. It is concern that since
much industrialized agriculture now relies heavily on manufactured inputs rather than
using natural resources, the sustainability of agriculture is threatened and a move towards
resource conserving agriculture is essential. Farming practices must be designed to
optimize soil microbial life as part of a wider strategy aimed at conserving and replenishing
natural resources. The practical application of this technology and the role of naturally
occurring populations of microorganisms in agroecosystems form the basis of this article.
Soil microbial biomass is composed of eukaryotic (fungi, yeasts, protozoa and algae), and
prokaryotic (eubacteria, actinomycetes and archaea) organisms, whose populations vary
from soil to soil. Many micro-organisms possess urease enzymes which play a role in soil
enrichment through the degradation or hydrolysis of organic nitrogen. Soil microbial
biomass is dictated by a variety of soil and environmental parameters including soil
texture and structure, pH, air/moisture content, and soil temperature. One of the prime
factors that determine soil microbial status is the type and amount of organic material that
enters the soil ecosystem. The vast majority of soil microorganisms are heterotrophic and
require organic materials as both carbon and energy sources. Management practices in
particular, the manipulation of the quality and quantity of organic inputs might, therefore,
be predicted to modify soil microbial populations, the soil food web, and the biological
processes involved in nutrient transformation. Microorganisms play a fundamental role in
soil creation and stability through the binding of soil aggregates by hyphae and by the
secretion of exudates.
APPLICATION OF MICROORGANISMS IN SOIL STABILITY AND
BIOREMEDIATION
The most fundamental and essential component of farming systems is the soil
itself: that waterlogged, compacted, desiccated, salinised, wind and rain eroded, and
generally abused habitat, which is in fact one of our most precious resources. It is not
only home to the microorganisms with which we are presently concerned, but is
constantly modified and maintained by their activities.
Soils consist of particles of sand, silt and clay in varying proportions, held together
into aggregates of various sizes by organic and inorganic materials. The structure of the
soil profoundly affects the infiltration, drainage and storage of water; the activity of soil
biota; crop production and the stability of the soil to erosion. Root and microbial exudates,
as well as various derivatives of organic matter decomposition, are essential in binding
micro-aggregates to maintain a porous soil structure, although the extent to which
individual species contribute to this process is not clear. The activities of soil organisms,
in turn, depend much on the soil in which they occur, or to which they might be introduced
and, as already suggested, soil organisms influence one another in various ways. Studies
of the possible interrelationships between VAM fungi, associated bacteria,
actinomycetes, fungi and the stability of soil aggregates have suggested that mycorrhiza-
mediated improvements in soil aggregation can lead to increased numbers of other
microorganisms known to positively influence plant growth. The fact that greater numbers
of soil microorganisms were apparent in aggregated soils suggests that the creation of
favorable growth conditions should be a prerequisite for introducing microorganisms to
the soil. Further evidence that VAM fungi contribute to the formation of favorable soil
conditions comes from work on pot-grown soybean (Glycine max) in natural soil
inoculated with Bradyrhizobium japonicum. The formation of water-stable soil aggregates
was positively correlated with root and VAM mycelium development, irrespective of N
source (nitrate or ammonia).
However, actinomycetes known to promote water stable aggregate formation,
declined with increasing pH. Soil acidification is thus an important factor in soil
aggregation and stabilization, and this in turn could be influenced by agronomic and
industrial practices.
Microorganisms for Agricultural use

A. Non symbiotic nitrogen fixating bacteria:
Azotobacter chroocochum: Azotobacter species are free-living, nitrogen fixing
bacteria; in contrast to Rhizobium species, they normally fix molecular nitrogen
from the atmosphere without symbiotic relations with plants, although some
Azotobacter species are associated with plants. Nitrogen fixation is inhibited in the
presence of available nitrogen sources, such as ammonium ions and nitrates.
Azotobacter vinelandii: Azotobacter vinelandii is Gramnegative diazotroph that
can fix nitrogen while grown aerobically. It is a genetically tractable system that is
used to study nitrogen fixation. These bacteria are easily cultured and grown .A.
vinelandii is a free-living N2 fixer known to produce many phytohormones and
vitamins in soils. It produces fluorescent pyoverdine pigments).
Glucanobacter diazotrophicus: Glucanobacter is nitrogen fixing bio inoculants

exclusively meant for sugarcane. G. diazotrophicus was described as a species
associated with sugar rich plants, it has been found naturally associated with other
types of plants, and can be recovered from inoculated, non-sugar rich plants
Acetobacter xylinum: Acetobacter is a genus of acetic acid bacteria. Acetic acid

bacteria are characterized by the ability to convert ethanol to acetic acid in the
presence of oxygen. Of these, the genus Acetobacter is distinguished by the
abilityto oxidize lactate and acetate into carbon dioxide and water, Bacteria of the
genus Acetobacter have been isolated from industrial vinegar fermentation
processes and are frequently used as fermentation starter cultures,
Azospirillum lipoferum: Azospirillum lipoferum, is a free living, gram positive,
plant-growth-promoting a-proteobacteria, capable of affecting the growth and yield
of numerous plant species, many of agronomic and ecological significance. The
leading theory concerning its growth promotion capacity lies in its ability to produce
various phyto-hormones that improve root growth, adsorption of water and
minerals that eventually yield larger, and in many cases more productive plants
B. Symbiotic nitrogen fixating bacteria:
a. Rhizobium leguminosarum: Rhizobium leguminosarum is a bacterium which
lives in a mutualistic symbiotic relationship with legumes, and has the ability to fix
free nitrogen from the air. This is used in Peas, Lathyrus, Vicia, Lentil.
b. Rhizobium Tripoli: Used in berseem.
c. Rhizobium phaseoli: Used in kidney beans.
d. Rhizobium lupine: Used in lupinus, ornithopus.
e. Rhizobium japonicum: Used in soybean.
f. Rhizobium meliloti: Used in melilotus, lucerne, fenugreek.
C. Phosphorus solubilising bacteria:
a. Bacillus megaterium: Bacillus megaterium is a cytokinin promoting bacterium
used to promote plant root overgrowth. The possible applications of Bacillus
megaterium is being examined in the deserts of Egypt for the promotion of desert
agriculture It is a gram-positive, rod shaped, spore forming bacteria. It is used in
the biocontrol of plant diseases and nitrogen fixation has been demonstrated in
some strains.
b. Pseudomonas putida: Pseudomonas putida is also important in maintaining
plant health. It lives in most soils and associated with plant roots, where it
frequently improves plant health. The organism also produces molecules that
sequester iron from the area around the plant. This deprives fungi and other
bacteria of a necessary nutrient, limiting their growth. By doing so, it can affect the
biological control of some plant pathogens.
D. Potash mobilize bacteria:
Frateuria aurentia: Frateuria aurantia is a species of Proteobacteria, The
microbe, Frateuria aurentia is a beneficial bacterium capable of mobilizing
available Potash into near the roots of the plants. It works well in all types of soil
especially, low K content soil. Use of such bacteria in powder form can increase
the availability of more potash in usable form to the plants.
E. Plant growth promoting rhizobacteria (PGPR):-

a. Bacillus subtilis: Bacillus subtilis is spore forming bacteria which, when
applied to the seeds or plants, it colonize the developing root system of the
plants. The bacteria compete with and thereby suppress plant disease
fungal organisms such as Rhizoctonia, Fusarium, Aspergillus, and others.
Bacillus subtilis continue to live on the root system and provide protection
throughout the growing season. Therefore, even if treated seeds are stored
for prolonged periods, the bacteria stay alive, and then grow and multiply
after the seeds are planted.
a. Bacillus polymyxa: Bacillus polymyxa is used as inoculants in agriculture
and horticulture. Biofilms of B. polymyxa growing on plant roots have been
shown to produce exopolysaccharides which protect the plants from
pathogens. The interactions between this bacterial species and plant roots
also cause the root hairs to undergo physical changes.
b. Pseudomonas fluorescens: This is non-pathogenic saprophytes that
colonize soil, water and plant surface environments. Pseudomonas
fluorescens suppress plant diseases by production of number of secondary
metabolites including antibiotics, siderophores and hydrogen cyanide. This
microbe has the unique ability to enter the plant vascular system, reach the
various parts of the plant system and act as a systemic bio-control agent
against various fungal and bacterial diseases. Competitive exclusion of
pathogens as the result of rapid colonization of the rhizosphere by
Pseudomonas fluorescens may also be an important factor in disease
control.
c. Pseudomonas putida: Pseudomonas putida also interacts with other
organisms in the soil. One such interaction with Saccharomyces cerevisiae in the
rhizosphere led to beneficial effects on the state of the Pseudomonas putida. Fungi
Saccharomyces cerevisiae produced the necessary glucose and also maintained
the pH which was both favourable to the bacteria Pseudomonas putida, The
complex interaction of Pseudomonas putida and Saccaromyces cerevisiae together
regulate plant health. Moreover, the bacteria itself is a great maintainer of abundant
plant life. The production of the siderophores, such as pyoverdine and pyochelin,
protect the plants from fungal pathogens. The mutual relationship benefits both
partners. While Pseudomonas putida is able to reside in the plant seed and
rhizosphere, the plant is, in turn, protected from plant pathogens and able to obtain
vital nutrients from the bacteria.
PLANT BIO-REGULATORS
These are compounds that are organic in nature but other than nutrients. These
promote, inhibit or otherwise modify physiological processes in plants even when used in
small amounts.
Classes of plant growth regulators
Auxins In plants, auxins are synthesised in the apical portion of stem and root.
Auxins control growth through cell enlargement and influence developmental
responses, such as apical dominance. Indole acetic acid (IAA), Indole butyric acid
(IBA), Naphthalene acetic acid (NAA), and 2, 4-Dichlorophenoxyacetic acid (2, 4D)
are some examples of auxins
Cytokinins. Cytokinins help transport amino acids in plants. They promote cell
division and senescence. Examples are kinetin and benzyladenine.
Gibberellin. These control cell division and elongation in plant shoots. Gibberellic
acid (GA3) is an example.
Ethylene. Ethylene is a gaseous hydrocarbon and known as ‘ripening hormone’,
e.g., ethephon, ethrel.
Abscisic acid (ABA). Abscisic acid is, generally, considered as a growth inhibitor
because of its effects on growth inhibition or senescence. It causes metabolic activities in
plants, such as abscission of leaf, response to environmental stress, fruit ripening, etc.
Biological effects or physiological role of plant bio-regulators (PBRs)
Application of PGRs
Growth regulators may be applied in powder or paste form or as spray solution. It applied
at low concentrations, i.e., in parts per million (ppm).
Auxins • Apical dominance

• Cell expansion
• Shoot and root growth
• Parthenocarpy
• Tropism
Gibberellins • Cell growth
• Flower induction
• Fruit set and development
• Seed development and germination
• Parthenocarpy
Cytokinins • Cell division
• Anti-ageing or anti-senescence effect
• Anti-stress effect
• Gall or nodule formation
Ethylene • Senescence
• Fruit ripening
• Abscission
• Environmental stress
Abscisic acid • Seed development

• Growth control
• Water stress
• Abscission
1. Why it is important to identify different beneficial micro-organisms?
2. Give at least one beneficial micro –organism and explain its function to the soil.
Name: _____________________________________ Score: ____________________

Direction: Do the following activity to encourage beneficial micro-organisms to your
garden.
Activity Sheet in Encouraging Beneficial Micro-organisms in the garden
Yes No
Activity
1. Add compost to my garden
2 I keep the soil well-watered
3. Apply Organic Concoctions
4 Mulch bed with organic matter like leaves
LESSON OBJECTIVE:
Transplant vegetable seedlings based on VPM recommendation

Learning Outcome 2-1.6: transplant vegetable seedlings based on VPM

recommendations.
DIAGNOSTIC TEST
___________1. Transplanting vegetable seedlings from nursery is one very key activity
after the seedlings reach maturity.
___________2. The day before transplanting gently water in the seed beds to make the
soil moist enough for easy removal of seedling on the day of transplanting
___________3. Plant seedling immediately after they arrive at the farm.
___________4. Carefully place the seedling in the planting hole with roots pointing
downwards.
___________5. Keep a diary to record day to day activity.

TRANSPLANTING
Transplanting vegetable seedlings from nursery is one very key activity after the
seedlings reach maturity. To ensure good plant population, better establishment and
optimum yield, you must carry out all the necessary precautions. Moreover it is
important to observe the steps in establishing you vegetable farms to save a lot of costs
and time.
General Procedures of Planting And Transplanting

• Staking
• Establishing distance
• Holing
• Sterilizing
• Basal application
• Spraying concoctions
• Planting/Transplanting
Steps In Transplanting
Step 1
The day before transplanting gently water in the seed beds. This makes
water available for the seedlings and makes the soil moist enough for easy removal
of seedling on the day of transplanting. Do not water on the day you transplant
Step 2
Make sure you have adequately prepared the field and that you have
marked all the points for planting before transplanting vegetable seedlings. Also,
use the correct planting distance between rows and between plants.
Step 3
Carefully uproot the seedlings from the seed bed. The water you apply (Step
1) the day before transplanting will make sure there is enough moisture in the soil
for easy removal of the seedling.
Step 4
Gently place the seedlings in the transporting container . You may use bowl,
bucket, basket or any clean container with enough space to hold the seedling .
Then, transport them to the planting field.
Step 5
Plant seedling immediately after they arrive at the farm. Make sure they are
planted at a similar depth as they were on the seed bed. For tomatoes, it is better
to plant at a deeper depth.
Step 6
Now, to plant the seedlings, hold the seedling in one hand and using two
fingers of the other hand make a hole 3-5 cm depth at a marked place. Besides,
make the hole big enough to create enough space for roots. Carefully place the
seedling in the planting hole with roots pointing downwards. Then, gather soil
around the root of the seedling. Firm it with your fingers to expel any trapped air.
Step 7
Mulch the base of the seedling with dry leaves or grass. Gently water. If not,
heavy splashes and an excessive amount of water may uproot or wash the soil
around roots of the seedling, exposing them.
Step 8
Continue transplanting, watering and mulching in batches until you desired
size of the farm is adequately planted. You should keep some of the seedlings to
replace the ones that may die.
Step 9
After transplanting, make sure the plants get enough supply of water After
a week, water twice a week. This should, however depend on the humidity in the
area. During the dry period, you may need to water more than twice a week.
Moreso, the amount of water supply may depend on the type of vegetable. Some
vegetables need more water, eg. Cabbage and tomatoes, than others, eg. Onion.
Step 10
Most importantly, keep a diary to record all the activities you are doing each
day and the dates as well
___________1. Transplanting vegetable seedlings from nursery is one very key activity
after the seedlings reach maturity.
___________2. The day before transplanting gently water in the seed beds to make the
soil moist enough for easy removal of seedling on the day of transplanting
___________3. Plant seedling immediately after they arrive at the farm.
___________4. Carefully place the seedling in the planting hole with roots pointing
downwards.
___________5. Keep a diary to record day to day activity.

Name: _____________________________________ Score: ____________________

Direction: Go back to the steps in transplanting. Carefully follow the step by step
activities. Anwer the activity sheet after you have performed the activity.
Activity Sheets in Transplanting

Steps My Task
Yes No
1 I watered gently the seed beds a day before
transplanting
2 I made sure that I have adequately prepared the
field and that I have marked all the points for before
transplanting vegetables.
I use the correct planting distance between rows
and between plants
3 I carefull uproooted the seedlinds from the seed
bed
4 I gently placed the seedlings in the transporting
container
5. I planted the seedlings immediately aftery they
arrive at the farm
I made sure they are planted at a similar depth as
they were on the seed bed
6 I held the seedling in one hand and using two
fingers of the other hand to make a hole 3-5 cm
depth at a marked place
I carefully placed the seedling in the planting hole
with roots pointing downwards
I gathered soil around the root of the seedling and
firmed it with my fingers to expel any trapped air.
7 I mulched the base of the seedling with dry leaves
or grass and applied water gently
8 I continued transplanting, watering and mulching in
batches until the desired size of the farm is
adequately planted.
9 After transplanting, I made sure the plants get
enough supply of water
10 I keep a diary to record all the activities I am doing
each day and the dates as well
.
LESSON OBJECTIVE:
Water seedlings based on VPM recommendations

Learning Outcome 2-1.7: Water seedlings based on VPM recommnedation
DIAGNOSTIC TEST

1. When is the right time to water our plants?
2. Why we should apply drip irrigation?

WATERING THE SEEDLINGS
Everyone knows vegetables need water to
grow. What they might not know is that
vegetables need adequate water even after the
plants have set fruit. Vegetables, after all, are
mostly watery. Consider, for example, the water
content of these commonly grown vegetables.
TIPS IN WATERING THE PLANTS

Use a rain gauge. This simple device will let you how much rain your garden is receiving
and, therefore, how much you need to water.
Collect rainwater. It's free and even contains beneficial trace nutrients.
Water deeply. Apply water two to three times a week and water deeply each time as
opposed to a brief, shallow watering every day. Watering deeply — moistening the soil to
a depth of six inches is ideal — will encourage plants to send roots well into the ground.
Deep roots help plants better sustain stresses caused by hot and dry weather.
Water early in the morning. You'll lose less water to evaporation by watering before the
heat of the day sets in. If you get water on plant leaves, they’ll have plenty of time to dry,
which reduces the chance of fungal and disease problems than if you water late in the
day.
Use a drip or soaker hose. You can apply water next to the plants where the water will
seep deep into the root zones. You will also avoid watering between rows and in
walkways, which wastes water and can promote weeds to grow. These are best on even
ground. If you have uneven ground, you will likely get too much water at the end of the
hose and not enough at the front end.
Use drip irrigation. It's not just for commercial agriculture! Kits for use in home gardens
are available online at very reasonable prices. This is a very efficient way to water
because pressurized emitters can be set to water specific areas at pre-set rates. With
these kits you'll know exactly how much water you're putting on your garden.Drip irrigation
allows you to control the amount of water your vegetables.
Water by hand. A slow small stream of water is more efficient than a fast stream because
a significant amount of water from a fast stream will run off and be wasted.
Use mulch. There are a number of advantages to mulch. An ideal mulch is three inches
thick. Leave a space of one-three inches between the base of the plant and the mulch.
Mulch mediates the soil temperature, conserves water by preventing evaporation and
holds down fungal diseases from rain that can splash fungal spores onto bottom leaves.
Removed leaves that don't look right. Leaves of vegetable plants, particularly lower
leaves, can experience many problems from water. Pull yellow or spotted leaves from the
plants and dispose of them away from the garden. "Sanitation is one of the most important
aspects of home vegetable gardening," Carroll said
Observe your plants. They'll let you know if you're watering them properly. Wilted leaves
are just one example of how plants "talk" to us. It's important to avoid these types of
problems because they weaken plants.
1. When is the right time to water our plants?
2. Why we should apply drip irrigation?

Name: _____________________________________ Score: ____________________

Direction: Perform watering of Plants and accomplish the activity sheet.
Activity Sheets in Watering the Plants
Guide Questions Your answer Brief Explantion for your
answer
What are my sources of water
for my plants
What is the best time to water
my plants?
How often do I water my plants
Did I use mulch to conserve soil

moisture
How do I water my plants?
LEARNING OUTCOME 3
Prepare Plant Care and Management
In a vegetable production, plant care and management play an important role in

attaining good quality and bountiful harvest. These are ways to avoid any losses in terms
of financial, time and labor force.
These farmer’s routines are not easy to achieve considering many factors that
affect vegetable production. Moreover, lack of knowledge in proper plant care and
management make it more difficult for farmers to achieve their optimum goal in growing
vegetables.
In this chapter, learners will learn on how to manage water for vegetable production
purposes, maximize their knowledge on how to control insect pest and diseases, maintain
the desire for plant population by replanting the missing hills, rejuvenating old plants, and
learning the proper way of applying organic fertilizers.
At the end of the chapter of this module, the students are expected to perform the
following:
LESSON OBJECTIVE:
Implement water management system according to plan

Learning Outcome 3-1.8: Implement water
management system according to plan
DIAGNOSTIC TEST
A. Direction: Read the sentences carefully and choose your best possible answer. Write
your answer in the space provided before the number.
_____1. It is the main constituents of Earth’s hydrosphere and the fluids of most living
organisms.
a. blood b. water c. irrigation d. water source
_____2. It is an act of managing the water resources under sets of conditions.
a. water management c. protecting water sources
b. irrigation d. water sanitation
_____3. In this method, water has been delivered manually to the crops through
gravitation.
a. drip method c. manual method
b. center-pivot system of irrigation d. surface method
____4. An irrigation system in which farmers manually deliver water to the crops, such
as with the use of sprinklers.
a. center-pivot system c. surface method
b. manual method d. drip method
____5. Which of the following is the best way to protect your water source?
a. avoiding the entry of animals and children in the farm
b. deep or open well and other water system has been properly established
c. a well-constructed comfort room for the field workers.
d. all of the above
____6. The following could help a farmer to have a sustainable water management,
except,
a. Cleaning your chemical sprayer in the stream to ensure longevity of the sprayer
b. Planting crops or plants and cut-down before flowering stage to serve as green
manure
c. Planting of catch and cover crops to revitalize the soil
d. Practicing crop rotation
____7. What is the favorable time for the crops to be watered?
a. early in morning only c. middle of the day
b. late afternoon only d. either early in the morning or late afternoon
____8. In which developmental stage of the plants or crops where the amount and
frequency of watering is most critical?
a. vegetative stage c. senescence stage
b. ripening stage d. reproductive stage
____9. What will happen to your crop if you water them during noon time?
a. it supplements water needed for respiration
b. it maintains the plant healthy and vigorously
c. it can injure your plant tissues
d. it avoids plant from getting wilt
____10. So much water to the plants can lead to _______________
a. mechanical damage to seedlings b. losses of time, energy and money
b. develops pathogenic diseases d. all of the above
One of the most critical inputs to vegetable is water.
Water is an inorganic, transparent, tasteless, and nearly
colorless chemical substance, which is the main constituents
of Earth’s hydrosphere and the fluids of most living organisms.
Water plays an important role in the world economy.
Approximately, 70 % of the freshwater used by humans goes
to agriculture. (Wikipedia)
Water management is the management of water resources under set policies and
regulations. It is necessary since it helps determine future irrigation expectations. Water,
once an abundant natural resource, is becoming a more valuable commodity due to
droughts and overuse. (https://omicsonline,org)
SOURCES OF WATER
 Surface sources such as streams, rivers, and reservoirs/dam
Stream River Reservoir/dam
 Ground water from wells (open or capped)
Open Well Capped Well

 Public water systems such as those provided by towns or other municipalities
 Rain water
Irrigation
Irrigation is the process of supplying controlled water to the crops and other plants
and sometimes nutrients may be applied as well. To sustain water in organic farming, we
need to practice conserving water properly. For example, a farmer can use wastewater
or solar-powered irrigation system which can save money, time and water.
In irrigation system, farmers should pay attention to the overall water usage and
energy usage in order to bring water to the organic farm.
Kinds of Irrigation Method:

 Drip systems - water was delivered directly to the roots
of the crops with the use of low-pressure pumps at
ground level or below the soil surface.
 Surface methods – there is no pump used in this

method. With the help of gravity, water moves across
the land downhill, and manually water the crops.
 Center-pivot system - this system requires a pump, are
where the water flows from a series of sprinklers located
on towers with wheels. Usually used on flat, large farms,
and can irrigate a 130-acre area.
 Manual methods – it is the practical method of

supplying water if the farm is small. Workers move the
water manually to the crops.
Water as Vegetable Production Contaminants

Sometimes, water can be a source of pathogen contamination and dissemination
in the production of fruits and vegetables. And the chances of contamination of fruits and
vegetables with microorganisms present in water can increase depending on factors such
as:
 Product growth stage
 Type of crop (leafy, fruit, root, flower)
 Time between water application and harvest
 Water and product handling practices
Protecting Water Source

Water for vegetable farming, coming from various water sources, needs to be
protected to make sure it's clean and to ensure there is enough supply to keep the crops
healthy.
Ways to protect water sources:

 Keep animals and children out of the fields;
 Provide field workers with properly constructed and
maintained restrooms or sanitary mobile units;
 Properly develop wells and water systems.
Water Sustainability
Sustainable water management is a fundamental part of organic production. This
ranges from the use of agronomic practices such as:
 Crop rotations
 The use of green manure
 Catch and cover crops
 Avoid subjecting plants to water stress (drought or water logging)

 Preferably, water the plants early in the morning or late-afternoon (4 PM)
 Amount and frequency of watering is most critical during the reproductive stage of
plants, from flowering, fruit setting to fruit development
 Watering in the middle of the day may injure the plants
 Primary and secondary sources must be identified and checked for possible
sources of pesticide and microbial contamination
 Watering should be done before transplanting particularly in the afternoon.
 Over-watering can be very harmful and can encourage the development of
pathogenic diseases and also cause mechanical damage to the seedlings.
A. Direction: Read the sentence carefully and choose your best possible answer. Write
your answer in the space provided before the number.
_____1. It is the main constituents of Earth’s hydrosphere and the fluids of most living
organisms.
a. blood b. water c. irrigation d. water source
_____2. It is an act of managing the water resources under sets of conditions.
a. water management c. protecting water sources
b. irrigation d. water sanitation
_____3. In this method, water has been delivered manually to the crops through
gravitation.
a. drip method c. manual method
b. center-pivot system of irrigation d. surface method
____4. An irrigation system in which farmers manually deliver water to the crops, such
as with the use of sprinklers.
a. center-pivot system c. surface method
b. manual method d. drip method
____5. Which of the following is the best way to protect your water source?
a. avoiding the entry of animals and children in the farm
b. deep or open well and other water system has been properly established
c. a well-constructed comfort room for the field workers.
d. all of the above
____6. The following can help a farmer to have a sustainable water management,
except
a. Cleaning your chemical sprayer in the stream to ensure longevity of the sprayer
b. Planting crops or plants and cut-down before flowering stage to serve as green
manure
c. Planting of catch and cover crops to revitalize the soil
d. Practicing crop rotation
____7. What is the favorable time for the crops to be watered?
a. early in morning only c. middle of the day
b. late afternoon only d. either early in the morning or late afternoon
____8. In which developmental stage of the plants or crops where the amount and
frequency of watering is most critical?
a. vegetative stage c. senescence stage
b. ripening stage d. reproductive stage
____9. What will happen to your crop if you water them during noon time?
a. it supplements water needed for respiration
b. it maintains the plant healthy and vigorously
c. it can injure your plant tissues
d. it avoids plant from getting wilt
____10. So much water to the plants can lead to _______________
a. mechanical damage to seedlings b. losses of time, energy and money
b. develops pathogenic diseases d. all of the above
Name: _____________________________________ Score: ____________________

Year Level & Section: ________________________ Date: _____________________
A. Identify name of water sources below and add explanation about it.
Name of Water
Illustration Information
Source
_____________________________
_____________________________
________________
_____________________________
_____________________________.
_____________________________
_____________________________
________________
_____________________________
_____________________________.
_____________________________
_____________________________
________________
_____________________________
_____________________________.
_____________________________
_____________________________
________________
_____________________________
_____________________________.
_____________________________
_____________________________
________________
_____________________________
_____________________________.
B. Try to evaluate your family farm or a farm within your vicinity that has the potential for
vegetable production, then enumerate three (3) or more possible sources of water
available for your vegetable project. And explain briefly on how could you protect and
conserve those water sources?
Name of Water Source Ways to Protect

LESSON OBJECTIVE:
Determine effective control measures on specific pests and diseases

Learning Outcome 3-1.9: Determine effective control measures on specific pest and
diseases found under the “pest, disease and weed management” section of the PNS
DIAGNOSTIC TEST
Direction: Go outside and visit your backyard vegetable garden, look for any possible
insects present there. Pick also some parts of the plants damaged by insects. Then
describe the insects and discuss the damage they have done to the plants.
INSECT PEST MANAGEMENT:
Vegetable growers are concerned
with their crops at all times. They were
afraid to lose their plants which may
result to crop failure. One of the factors
that affect their production is because of
insect pest and diseases. To minimize
the harmful effect of insect pest and
diseases, farmers should be
knowledgeable on how to prevent,
reduce or cure it by management of the
pest or the crop and its environment. This can be done effectively by using a range of
methods together to prevent and control pests.
In Philippine region, the most common problem in vegetable production is the
attack of pest and disease and become one of the major factors militating against
increased vegetable production. Insects and disease infestation in vegetable crop bring
about heavy losses through:
 yield reduction,
 lower quality of products produced,
 increase cost of production
 harvests
Pests
 they are organisms that can bring damage or interfere with desirable plants in our
fields.
 also include organisms that impact human or animal health.
 may transmit disease, may be just a nuisance, or may harm water quality, animal
life, or other parts of the ecosystem.
Types of Pest:
 Can be a plant (weeds)
 Vertebrate (bird, rodent or other mammal)
 Invertebrate (insect, tick, mite or snail)
 Nematode
 Pathogen (bacteria, virus, fungus)
Weeds
 A plant out of place and not intentionally sown
 A plant growing where it is not wanted
 A plant whose virtues have not yet been
discovered (R.W. Emerson)
 Plants that are competitive, persistent,
pernicious, and interfere negatively with human
activity (Ross, et.al.)
Classification of Weeds
1. Grasses – are monocotyledonous plants,
which have long, narrow, two ranked, usually flat
leaves with parallel veins and round, hollow
stems. Example: Echinochloacrusgali (L.
Beauv.), (Philippine Name: Dayakibok)
2. Sedges – are similar to grasses but have three-

ranked leaves and triangular solid stems. They
frequently have modified rhizomes for storage and
propagation. Example: Cyperusiria Linn., (Philippine
Name: Alinang, sud-sud)
3. Broadleaves – These are dicotyledonous plants
with net-veined leaves. Example:
Monochariavaginalis Presl. (Common Name:
Gabing-uwak)
Weed Competition
Weeds usually dominate because of their aggressive growth habit. And they are
considered vegetable competitors in terms of:
 Water
 Nutrients
 Sunlight
 Carbon dioxide
 Space
Negative affect of weeds

 Critical period – from emergence until 4 weeks later
 Weeds harbor insects and diseases
 Some weeds are allelopathic
 Results to yield reduction up to 40 - 60%., poor quality and contamination of
harvest with weed seed
Methods of Controlling Weeds
1. Mechanical and Cultural Control
 Plowing and rotary hoeing
 Cultivating
 Rotation
 Mulching
 Do not to plant vegetable on perennial weeds problem field
 Select competitive crops – peas, potatoes, cabbage
 Avoid poorly competitive crops – onion, carrot
 Balanced fertility and effective pest management
 Proper row spacing and plant density
2. Chemical Control – Herbicides
Primary method of weed control in commercial vegetable production:
 Selective herbicides – kill specific group of weeds and not harm other
plants, ex. 2,4-D for broadleaves
 Nonselective – kill all or most type of vegetation, ex. paraquat
 Pre-plant, pre-emergent, post-emergent
Methods of Controlling Pest and Diseases in Vegetable Production

1. Cultural Control
It is the method of modifying the farming standards or gardening practices to
avoid pests or to make the environment less favorable for them.
Examples of common cultural method:
a. Crop rotation – planting various crops on a rotating basis. The purpose of this
is to replace a crop that is susceptible to a serious pest with another crop that is
not susceptible.
b. Sanitation - refers to keeping the area clean of plants or materials that may
harbor pests. Examples include removal of weeds that may harbor mites, aphids,
or whiteflies; destruction of crop residues; cleaning of equipment that can spread
pests from one area to another.
c. Trap cropping – it is done by planting crops, usually preferred by pest insects
as their food, near the crop that you need to protect. For example, pickleworms will
concentrate in squash planted near cucumbers, and the squash plants can be
destroyed.
d. Host Resistance – planting crops or plants that are capable of resisting any
type of insect pest. For decades this has been used effectively to reduce pest
impact. Some plants have physical and chemical adaptations that enable
repelling, tolerating, or even killing pests. Plant breeders try to use these features,
and even improve them to develop resistant crops.
2. Physical Controls
These are methods that physically prevent insect pests from reaching their hosts.
Barriers include window screens to keep pests out of buildings and plant pests from
greenhouses, floating row covers for many horticultural crops, and plant collars to keep
cutworms from attacking plants such as tomatoes.
3. Mechanical Control
Mechanical control methods directly remove or kills pests. They can be rapid and
effective, and many are well suited for small acute pest problems, and are popular with
gardeners and homeowners. Example of mechanical method are as follows:
 Hand-picking
 Shaking plants
 A strong spray of water
 Fly swatters and mouse traps
 Cultivation or tillage exposes many soil insects to desiccation or
predation by birds
4. Biological Control
This is the use of beneficial organisms to control pests. Many centuries ago,
Chinese farmers observed that ants were helping to control insect pests in their citrus
orchards by feeding on caterpillars, beetles, and leaf-feeding bugs. The farmers
discovered that by collecting the papery nests of a specific type of ant from trees in the
countryside and moving them into their orchards, they got better control of some pests.
Agents of biological control (natural enemies) of insects include predators,
parasitic insects, and insect pathogens.
Predators - may be insects or other insectivorous animals, each of which
consumes many insect prey during its lifetime. Predators are often large, active,
and/or conspicuous in their behavior, and are therefore more readily recognized
than are parasites and pathogens.
Parasites - (also called parasitoids) of insects are other insects which lay their
eggs in or on the host insect. When the parasite egg hatches, the young parasite
larva feeds on the host (the pest) and kills it. Although insect parasites are very
common, they are not well known because of their small size. One of the
smallest, Trichogramma, is only about the size of the period at the end of this
sentence.
Insects, like other animals, are subject to attack by disease organisms. Microbial
control is a form of biological control that uses insect pathogens to control pests.
Insect pathogens includes;
 viruses
 bacteria
 fungi
 nematodes
 other microorganisms that cause insect diseases
 Insect pathogens in vegetable growing are important in order to suppress
pest populations.
 Insect pathogens have been very successfully manipulated the
achievement of biological control of specific pests. For example, different
strains of the bacterium Bacillus thuringiensis, commonly known as “Bt”, are
marketed to control many insects including various caterpillars such as
cabbage loopers and gypsy moth larvae, mosquitoes, and Colorado potato
beetles. Many insect pathogens attack only one species or a limited group
of insects and therefore are unlikely to harm non-target species such as
beneficial insects, humans, livestock, wildlife, or plants.
Three (3) biological control approaches:
a. Importation of natural enemies – introduction of better beneficial natural
enemies of insects pests in the farm and let them dwell permanently in the new
area.
b. Conservation of natural enemies – this can be done effectively if you take
good care of the natural enemies of insects pest by providing them with their
necessary resources for their survival and protect them from toxins and other
adverse conditions.
c. Augmentation of natural enemies – periodically release an additional number
or population of natural enemies to, thereby increasing the overall numbers of
natural enemies and improving biological control.
5. Chemical Control
It uses chemicals to kill pests or to inhibit their feeding, mating, or other essential
behaviors. The chemicals used in chemical control can be natural products, synthesized
mimics of natural products, or completely synthetic materials.
Disadvantages of using chemical control:
 Most have biological activity against many forms of life and therefore can
affect non-target organisms
 They present various levels of hazard to humans, especially pesticide
applicators and other farm workers
 Most are highly toxic to beneficial insects, such as pollinators and predatory
and parasitic natural enemies
 Both target and non-target insects can develop resistance to insecticides,
sometimes very rapidly
 Over-reliance on chemicals and diminished use of other control methods
have helped push agriculture away from a more natural, balanced state.
Integrated Pest Management (IPM)
 IPM is a practice of adapting various pest management by means of blending all
effective, economical, and environmentally-sound pest control methods into a
single but flexible approach to managing pests.
 IPM can manage pest populations below economically damaging levels.
 Most insect pest control was provided by nature.
 For human intervention, just use practices that are fitted to sustainable agriculture
such as plant resistance, biological control, and cultural control.
 Highly disruptive or environmentally damaging practices should be used only as a
last resort.
 Use chemical pesticides only when necessary, based upon frequent and routine
monitoring of pest populations.
 Populations of natural enemies are monitored so that their impact on pests can be
determined.
 When pesticides are necessary, if possible, only those products should be used
that are not detrimental to natural enemies.
In the Philippines, through the Department of Agriculture (DA)and Bureau of Plant and
Industry (BPI), IPM was introduced in the year 1978. It aims to to educate the farmers on
the concept and practice of need-based insecticide spraying. It changes the way how
farmers protect their crop from traditional approach of calendar spraying since the IPM
program was information-based and decision-intensive.
Reasons of adapting IPM:
 Potential pest problem will be detected as early as possible and it reduces risk of
infestation
 Trends of pest infestation has been monitored, thus helps determine the right
dispersion of pesticides
 Deployment of plan in insect pest and diseases control is accurate because of
correct identification and monitoring of pest.
 Minimize disruption to daily operation
 Avoid introducing new pest into the premises
Benefits of Practicing IPM:
 healthy food
 reduce farm production costs
 increase production
 protect the environment
 reduce the need of harmful chemicals
 make sustainable farming systems
 prevent pests becoming resistant
There are two (2) main areas in pest management:
1. prevention – practices before the damage from pest occurred.
2. control or cure – practices conducted right after the emergence of pest.
a. How to prevent pests?
Needs Methods Used
Healthy Soil Compost, mulch, irrigation,
rotations, green manures, etc
Healthy Plants Compost, irrigation, weeding,
species selection, green
manures, etc.
Fencing Living fences
Diversity Mixed cropping and rotations
Companion Planting Mix aromatic/smelly plants e.g.
coriander, fennel, marigold,
lemon grass, basil onion, garlic,
etc.
Decoy Planting Providing alternative plants for
pest to attack
Helping Pest Predators Providing habitat and food for
beneficial pest predators
Repelling Pest Liquid manure, herbal controls
b. What to do once pests start to attack?

Even after you exerted all possible measures and techniques, there is still
a tendency that pest might attack your crops. Below are some of the examples of
methods used after problem have started:
 Cow/s Urine - mix one part fresh cow's urine with 3 parts water and spray
to control various insect pests.
 Neem Oil - mix one part neem oil with 3 parts water to make a strong pest
repellent. Add soap to help the neem to stick to leaves. Kerosene can also
be added.
 Wood Ash - adding ash to the soil surface helps to protect against many
insects, and also provides fertilizer.
 Oil Seed Cake - mix one part oil seed cake with 3 parts soil to protect
against red ants.
 Tobacco Juice - boil a handful of tobacco leaves in 2 litres of water like
making tea. Sieve, and spray the tea onto the pest, which will kill them. Only
spray when there are not any beneficial insects on the plants, otherwise
they will also be killed. Beware: tobacco juice is very poisonous.
Common Practices in Integrated Pest Management
a. Intercropping – a form of multiple cropping in

which two or more crops simultaneously
occupy the same field.
 Avoid mono-cropping
 Plant different crops depending on use,
location and market
 Intercrop within the row and in blocks
 Use different varieties even in the same crop as much as possible
You may use companion cropping as shown below;
 Chilli – with okra, eggplant, radish
 Cabbage – with onion and tomato
 Tomato – with carrot, cucumber, onion, garlic
 Cucumber – with radish, corn, lettuce
 Peanut – with corn, okra
 Radish – with cucumber, tomato. chili
b. Crop Rotations – the successive planting of different crops on the same land to
improve soil fertility and help control insects and diseases.
Advantages of Crop Rotation:
 Helps disrupt the life cycle, habitat and food supply of many pests and
diseases
 Helps in soil conservation, improve soil fertility and reduce weeds
Rotation systems…
 Leaf-root-legume-fruit
 Root-leaf-fruit-legume
 Legume-fruit-root-leaf
 Fruit-legume-leaf-root
c. Grow pest repellents
Onio Lemon Ging

n Grass er
 Spices:
Garli Turmeri
c c
 Herbs: Basil Corian
Tarrag Calend
Mint Anise
Some plants that can drive away insect pests from your farm or garden:
Name of Insect Pest Repellent Plants
Ants Mint
Aphids Garlic, chives, cilantro/coriander/wansoy
anise
Beetle Tomato, radish, marigold
Borers Onion, garlic
Cabbage moth Mint, celery
Mites Onion, garlic, chives
Nematodes Marigold, dahlia, calendula, asparagus
Whitefly Marigold
d. Grow sacrificial plants around the area

 Crops more preferred by pests – plant them as borders
 Susceptible weeds – do not remove them otherwise the pest will transfer to
your crop
 Heavily damaged plants – do not remove, to increase the natural enemies
Some examples of sacrificial plants:
Zinnia Marigold
Choi Sam
Dill
Crops more preferred by pests
 Dill on tomato - for hornworm
 soybean on crucifers, carrot, eggplant- for beetles.
 Zinnia, marigold- for beetles, etc
 Okra – for leaf hoppers in eggplant
 Choi Sam- for crucifers
Resistant Varieties (DABAR Project)
 Eggplant- A-300, Mara, Concepcion, Arayat
 Bitter gourd- SR#3,
 Tomato- Pinusyo, Tinagbak, BRCI
 Yard long bean- Sandigan, CSL 19, Acc 228
 Pepper- Bright Star, Inokra
 Bagiuo beans- T#1, B-21, Hab 63
 Garden pea- CGP 14
 Cabbage- Alex, TK Cross
 Broccoli - Pinnacle
 Cauliflower- Silver Cup 40
 Petsay- Green stem
 Lettuce – President
e. Encourage the natural enemies
 Do not spray chemical pesticides
 Allow weeds in some areas
 Plant attractants of natural enemies- basil, amaranth, sunflower, cosmos,
zinnia
 Have an area for them
f. Use physical methods of control
Some of the physical methods of controlling insect pest and diseases are the
following:
 Insect scouting
 Collecting
 Tiriscide
 Balothion
 Smoke Bomb
 Desabog (asukal, sapal, yamas)
 Inside de kulambo
g. Use mulch
 For wet and dry season
 For weed control
 As soil protection
 Protection for the fruits
 Reduces pests and diseases
 Saves on watering and labor
 Better quality of crops and yield
h. Consider the importance of weeds

 Avoid naked soils (means don’t remove all weeds)
 Allow some weedy areas for:
 Increase of natural enemies
 Protection from the sun and rains
 Increase in soil fertility
 Microorganisms in the soil
i. Plant attractants of natural enemies

In order to boost the population of beneficial insects, you don't need to buy them
and import them to your farm. Instead, you should focus on promoting and supporting
beneficial insects that are already living there by providing them with food and habitat.
Example of plant attractants:
Basil Amaranth Sunflower
Cosmos Zinnia
i. Use of Botanical Pesticides

 Spray silicidin for aphids and larva (100 gm hot pepper, extract juice, good for
one sprayer, add soap, bring wife)
 Spray Perlathion for mites, whitefly, mealy bugs
 Spray Nucleo polyhedrosis virus (NPV) for Lipidepterous pests- collect dead
and sickly bugs, liquify, 10-15 larva good for 1 sprayer,
 Spray Bt (Xintari, Halt)
 Spray Beauveria bassiana, a fungus effective against Dbm, ants, aphids, mealy
bugs, Psyllids, cutworms, whiteflies, corn borer and other soft-bodied insects.
Hypha enters insect body, with Beauvericin toxin. Marketed as “Rambo” in
Luzon.
 Spray Metarrhizium, a fungus effective against leaf hoppers, beetles and other
hard-bodied insect. Also available commercially in the Phil.
 Spray onion extract, Fermented Plant Juice (FPJ) or compost tea for mildews
 Use other naturally occurring organisms such as Lactobacillus
 Use other botanical pesticides such as neem, Derris, etc.
Common Vegetables with their common pests
Crop Pest Pest/Damage Control
Description
AMPALAYA Fruitfly Lay eggs on the young Bag the fruits with
fruits. The eggs later used paper or
hatch into a maggot that plastic bags when
starts feeding inside the they are the size of
fruits a pencil
Caterpillars Light green in color that Collect the larvae
feeds on the shoot tips, and kill them
leaves and fruit
Aphids Small black colored Spray botanical
insects that congregate insecticides like
on the shoot tips and neem leaves (500
leaves leaves pounded
and soaked
overnight to 1 liter
of water
Downy Usually small to big Removal of the
mildew spots on the leaves infected leaves
EGGPLANT Fruit and Lay eggs on the young Collect all fruits with
shoot borer and flower buds/shoots. borer holes during
Eggs develop into harvesting. Burn or
larvae that feed on the bury them
affected parts
Aphids Small black colored Spraying at night
insects with detergent soap
mixed with water is
recommended
Thrips Very small insects found Spray soap solution
at the lower and upper or any organic tea
sides of the leaves preparation
Leafhoppers Small green triangular Spray neem tea or
shaped insects found other organic tea
under the leaves preparation
Plants start to wilt and Expose the soil to
dry sunlight for a week
before transplanting
Regulate watering
Bacterial Plants start to wilt and Use resistant
wilt dry. Bacterial ooze on variety and grafting
the cut area of the to resistant
infected stem rootstock.
Practice crop
rotation
Phytopthora Decaying areas of the Collect and burn
Fruit Rot fruit have fungus on the the infected plants
outer surface of the skin
PECHAY Diamond Larvae feed on leaves Release Cotesia
back moth leaving the thin plutella and earwig
cellophane-like outer one week after
epidermis transplanting to
reduce DBM
population.
Crop rotation,
intercropping with
non-host plants,
early planting
Aphids Small insects Spraying at night
underneath the leaves with detergent soap
that suck the sap of the mixed with water is
plants recommended
Flea Beetles These are small black Collect adults by
insects that make small, using sweep nets
round holes on the or trapping them
leaves with insecticide
sprayed potted
plants of cabbage
or Chinese pechay
(one to 2 potted
plants per sq m
plot)
Damping off Common during Normally
seedling stage. Falling purchased seeds
down of seedlings just are treated already
after germination. The with fungicides to
plant stem is dry-out reduce the
outbreak of this
disease. Reduce
watering of
seedlings; allow
ventilation of
seedbed
TOMATO Bacterial Resembles light green Use of quality
spot (Leaf spotting of leaves and seeds
and fruit) fruits; leaves drop off
Mosaic Light and dark green Regulate watering
mottling of the leaves, Avoid dense
slight curling, planting
malformation of leaflets,
stunted plants
Avoid smoking
when handling
tomatoes
Blossom A water soaked spot at Add source of
end rot the bottom end of the potassium nutrient
fruit, often on fruits half Avoid excessive
or 2/3 mature. Later, fertilization
spots become brown to
black and become
papery
Tomato Fruit Attack leaves, flowers Pick the insects
worm and fruits. Tomato fruit and kill. Remove all
worm larvae bore into infected fruits
the fruit, typically at the during priming
calyx, resulting to fruit
fall.
Cutworms Larvae feeds on the Pick up the larvae
leaves, flower and fruits and kill
leaving a hole
Powdery Talcum-like growth on Regulate watering
mildew the surface of young Avoid dense
leaves or stem caused planting
by fungus
Bacterial Wilting of some younger Avoid using
wilt leaves or slight compost or manure
yellowing of the lower contaminated with
leaves. The roots and bacterial wilt
lower part of the stem organism. Use only
are water-soaked due to healthy seedlings
infection and with for transplanting.
bacterial ooze.
Remove and burn
any diseased plant
as soon as it
appears in the field
or on seedbed in
order to reduce
sources of infection
DISEASE MANAGEMENT
 Use resistant varieties
 Use of disease-free seeds
 Select disease-free areas
 Removal of weeds that serve as secondary hosts to pathogens
 Crop rotation – to break the life cycle of pathogens
 Proper Irrigation Management
 over watering – favors most soil-borne pathogens
 For foliar diseases – overhead sprinkler irrigation enhances
pathogen survival and dispersal and disease development
 Field Sanitation
 removal or destruction of diseased plant residues, includes plowing
down old plants
Some images of vegetable diseases:
Phomopsis fruit rot Blossom end rot Powdery Mildew

(Eggplant) (Tomato) (Tomato)
A. Enumeration: Enumerate the five methods of controlling insect pest and diseases.
1. ____________________________ 4. _________________________
2. ____________________________ 5. _________________________
3. ____________________________
A. Identification: Read the sentences carefully and identify what is described. Write your
answer in the space provided before each number.
_________________1. They are considered as unwanted plants that grown in the field
and usually compete for nutrients, sunlight and space.
_________________2. An organism that lives in or on an organism of another species
and benefits by deriving nutrients at the other’s expense.
_________________3. It is a combination of one or more strategies in responding with
the occurrence of any insect pest and diseases, and usually done by protecting
the ecosystem.
_________________4. It is a practice of growing a series of different types of crops in
the same area across a sequence of growing season.
_________________5. The cultivation of two or more crops simultaneously on the same
field.
_________________6. These are crops planted around the vegetable area intended as
food of insect pests.
_________________7. It is a layer of any material applied to the surface of the soil for
the purpose of conserving the moisture underneath, improving soil fertility, and
reduce weed growth.
_________________8. Any plants planted across the field for the purpose of driving
away harmful insects in the farm.
_________________9. A solution formulated out of herbs and other plants used to
eliminate or minimize the occurrence of insect pests and diseases.
_________________10. Any crops planted in the vegetable garden just to serve as food
and home of beneficial insects.
Name: _____________________________________ Score: ____________________

Direction: Ask your parents/guardian or any of the family member who experienced
vegetable gardening, and ask them if they encountered insect pest and diseases during
their vegetable cropping season. Ask them to enumerate the insect pest they have
encountered and let them complete the table below:
Type/Name of Insect Your possible

Pest or Vegetable How they solve the recommendation of
Diseases they problem? controlling the mentioned
encounter problem
Your output will be rated using the rubrics below:
10- Above 8- Meets 6 - Approaching 5- Below
CATEGORY Standards Standards Standards Standards Score
Content Covers topic Includes Fulfills minimal topic Subject

in depth. essential requirements. Some knowledge is
Subject information. subject knowledge is not evident.
knowledge is Subject evident, but some is Information is
evident (more knowledge is incorrect or confusing confusing,
than evident in much incorrect or
required). of the topic. flawed.
Accuracy of All facts Almost all facts Most facts presented There are
Facts presented are presented are are accurate (at least several factual
accurate accurate 70%) errors.
Ideas Ideas were Ideas were Ideas were somewhat The ideas
expressed in expressed in a organized, but were seemed to be a
a clear and pretty clear not very clear. It took collection of
organized manner, but the more than one unrelated
fashion. It organization reading to figure out sentences. It
was easy to could have what the ideas was all was very
figure out been better. about difficult to figure
what the out.
ideas was all
about
Your output will be rated using this rubric:
Requirements Goes Meets the Hardly meet the Does not meet
beyond the requirements requirements of the the
requirement of the task task requirements
s of the task of the task
Explanation A complete Good solid Explanation is Misses key

response response with unclear points
with a clear
detailed explanation
explanation
Demonstrated Shows Shows Response shows Response

Knowledge complete substantial some understanding shows a
understandi understanding of the task complete lack
ng of the of the task, of
task, ideas ideas and understanding
and processes for the task
processes
LESSON OBJECTIVE:
Replant all missing hills to maintain the desired plant population

Learning Outcome 3-1.10: Replant all missing hills to maintain the desired population
of the area
DIAGNOSTIC TEST
A. Direction: Read the sentences carefully and determine if it is TRUE or FALSE.

Just write TRUE if you think the statement is correct, and FALSE if you think it is not.
________1. Vegetables growers wants to have a complete plant in every hill they had
prepared.
________2. A good plant population somehow contributed to efficient vegetable
production.
________3. There’s no need for a seedling to be to become acclimated to the outside
elements before transplanting or replanting.
________4. Transplanting or replanting plants should be done gently in order not to
bang or smash the roots.
_________5. Make sure to get your seedling into the ground after they have a couple
of sets of “true” leaves
B. Enumeration. Just give what has been asked.
1 – 5 : Enumerate at least 5 advices when conducting replanting or transplanting
1. ______________________________ 4. _________________________
2. ______________________________ 5. _________________________
3. ______________________________
Most vegetable farmers prefer to
maintain the vegetable plant population in
their cultivated area. They keep avoiding low
planting density because it may result to
reduced yield and lower total revenue.
Moreover, weeds will take the place and will
start competing for light, water and nutrients,
and can increase weeding costs. So, when farmers noticed there are missing hills, they
opted to replace it immediately with another seeds or seedlings of the same kind, and it
is called replanting. The purpose of providing the seeds or seedling in the missing hills
right away is simply to let the new plants keep up with the original batches of plants.
Causes of missing plants
 Lack of seedbed moisture
 Excess moisture
 Fertilizer toxicity
 Herbicides carryover
 Wind
 Seedling disease
 Cracked seeds
 Insect damage
 Seeding depth
Tips in replanting the missing hills if the plant is coming from nursery or seedling
pots:
 Harden off your seedlings – nursery
seedlings or plants from under cover need
to be exposed in outside environment, and
it is called acclimatization. Exposure of the
plants, particularly under the direct hit of the
sun should be done slowly by lengthening
the hours, until they’re toughened up a bit.
Replant or transplant during drizzly or
overcast weather or plant them in the early
morning when there’s the least amount of
sun for them to contend with.
 Get them ready – provide the plants with
some organic liquid fertilizers few days
before replanting/transplanting to help
them with any shock as you disrupt their
tiny roots during transplanting. Water the
plants several hours before planting them
into their permanent home.
 Timing – When the seedlings already got a
couple of sets of “true leaves”, they may
now ready to be transplanted or transferred
to their permanent growing site.
 Dig Holes First – the simple purpose of doing
it is to allow minimal transplant shock
because the roots aren’t over exposed to
elements like the sun or wind.
 Handle carefully – in removing tiny plants
from their containers do it gently, make sure
not to disturbed or smash the roots. Try to
keep as much of the original soil.

A. Direction: Read each sentence carefully and determine either if it is TRUE or

FALSE. Just write TRUE if the statement is correct, and IF IT IS FALSE, write the correct
answers.
________1. Vegetables growers wants to have a complete plant population in every
Hill they had prepared.
________2. A good plant population somehow contributed to efficient vegetable
production.
________3. There’s no need for a seedling to be to become acclimated to the outside
elements before transplanting or replanting.
________4. Transplanting or replanting plants should be done gently in order not to
bang or smash the roots.
_________5. Make sure to get your seedling into the ground after they have a couple
of sets of “true” leaves.
B. Enumeration. Just give what has been asked.
1 – 5 : Enumerate at least 5 tips when conducting replanting or
Transplanting.
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
4. _______________________________________________
5. _______________________________________________
6 – 10: At least 5 reasons why there are occurrence of missing hills.
6. __________________________ 9. ___________________________
7. __________________________ 10. __________________________
8. __________________________
Name: _____________________________________ Score: ____________________

Direction: Elaborate or explain your answer to each question below. Make sure to have
at least 50 words explanation in each question.
1. How do missing plants in a hill affect the production of vegetable gardening?

_______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_____
2. Why do you need to follow the guidelines in replanting the crops particularly coming
from the nursery? _______________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_____
Opinion with Opinion is Opinion is Opinion is clear but Opinion is

Reasons clearly stated clearly stated reasons are unclear unclear; no
and reasons and reasons or incomplete reasons are
are strong. are stated given
Idea Clear and Clear Explanation attempts Little to no

Explanation concise explanation to discuss the explanation of
explanation that discusses information but is the information
that most of the unclear at times presented
thoroughly information
discusses the presented
information
presented
Evidence Supports Supports Attempts to support Opinion is not

opinion and opinion and opinion and reasons supported. No
reasons with reasons with with facts; however, evidence
strong, facts and the information is provided
accurate facts necessary unclear or inaccurate
and thorough details
details.
LESSON OBJECTIVE:
Maintain plant rejuvenation/rationing

Learning Outcome 3-1.11: Maintain plant rejuvenation/rationing according to PNS

DIAGNOSTIC TEST
A. Direction: Read the sentences carefully and choose the correct answer from the box
below. Write your answers on the space provided before the number.
Rejuvenation Manuring and
Fertilization
Micronutrients Thinning of shoots
Pruning
________________________1. It is one of the important crop management which

makes older plants become productive as before.
________________________2. It should be supplied upon emergence of new growth on
rejuvenated plants.
________________________3. One of the technique of rejuvenating the plants that
brings juvenility.
__________________________4. It is essential for good resume of rejuvenated plants.
__________________________5. Only selected number of shoot may be may be
allowed to grow on the plant.
An older plant that has not been pruned will
become crowded and misshapen. They also have
a lot of older, unproductive twigs or branches. In
order to ensure continuous productivity, the plant
needs to be rejuvenated and rejuvenated by
cutting plants closed to the ground and by this
system, you allow the plants to “reset the clock” – the result is a smaller, younger plant
that usually has much healthier leaves or fruits. This may also help conserve old progeny
or species.
Some other factors that make the plant susceptible to rejuvenation:
 Infestation of pest and pathogen
 Improper planting
 Planting material
 Faulty site
 Adverse weather condition
Techniques of Rejuvenation:
 Pruning – is very powerful technique of rejuvenating the plants. It brings juvenility.
 Manuring and fertilization – is necessary to let the rejuvenated plants resume its
robustness. Upon emergence of new growth on rejuvenated plants, micronutrients
shall be provided to them. However, the requirements of major nutrients especially
NPK being of higher order, these must be applied through soil application.
 Thinning of shoots – after pruning, there will be emergence of many shoots that
may cause overcrowded. This will affect the penetration of light, space allowance
and good aeration. To deal with the situation, only selected number of shoots may
be may be allowed to grow on the plant.
- While thinning, 4 – 5 shoots spread all around the plant may be allowed
to grow. Rest shoots are removed.
- Healthy, vigorously, well sprouted and well-spaced shoots are retained
to constitute framework at rejuvenated plants.
-
What vegetable plant can tolerate rejuvenation pruning?
Not all vegetables can withstand rejuvenation pruning. Only those multi-stemmed
or twiggy crops can be best suited to this process, such as eggplant and tomato. If the
plant has only one main stem, do not cut it down.
How to rejuvenate?
You can use pruning saws or loopers depending on the size and type of the crop.
If you cut larger stems, branches or twigs, make sure you cut them clean. Improper
cutting like torn bark and ragged cuts can be an entry point for possible diseases and
pests that can lead to rot that could kill part or even all of your plant.
Steps in performing rejuvenation pruning:
1. Determine the proper angle of cutting
stem, branches or twigs. It will avoid damaging
the plants.
2. For extensive rejuvenation, completely

remove the entire plant 6 to 10 inches above
the ground using heavy lopping shears and
a pruning saw. Healthy vegetable will
respond by sending up new shoots.
3. For gradual rejuvenation, remove one-third of

the oldest, unproductive branches. In year three,
prune out the remainder of the old branches.
Plant management after rejuvenation pruning
Heavy pruning is stressful, the plant needs extra care for at least the first growing
season. The following needs to be observed;
 Keep it well watered (especially in hot, dry weather)
 Fertilize if you have poor soil (a good, thick layer of well-rotted
manure or compost is usually all that’s needed – synthetic fertilizers
can force weak, spindly growth).
 Keep close watch for pests or signs of disease
A. Direction: Read the sentences carefully and choose the correct answer from the box
below. Write your answer in the space provided before the number.
Rejuvenation Manuring and
Fertilization
Micronutrients Thinning of shoots
Pruning
________________________1. It is one of the important crop management which

makes older plants become productive as before.
________________________2. It should be supplied upon emergence of new growth
on rejuvenated plants.
________________________3. One of the techniques of rejuvenating the plants that
brings juvenility.
__________________________4. It is essential for good resume of rejuvenated plants.
__________________________5. Only selected number of shoots may be may be
allowed to grow on the plant.
B. Enumeration: Enumerate at least five (5) factors why we need to rejuvenate some
vegetables. And kindly give a brief explanation/description about it. (2 points each)
FACTORS BRIEF EXPLANATION/DESCRIPTION
1.
2,
3.
4.
5.
C. Explanation: Answer the following questions:
1. Why rejuvenation in vegetable is important?
2. Why do we need to follow proper rejuvenation pruning?
3. How to take care your newly rejuvenated plants?

Name: _____________________________________ Score: ____________________

Direction: Illustrate/ draw the steps in rejuvenating pruning as discussed in this lesson.
1.
2. 2.
or
3.
CATEGO 10- Above Stan 8- Meets Stand 6 - Approaching Stan 5- Below Stand
RY dards ards dards ards Score
Drawing Drawing is Drawing is Drawing has few The drawing

expressive and expressive and details. It is primarily lacks almost all
detailed. somewhat representational with detail or it is
Shapes, detailed. Little very little use of unclear what
patterns, use has been pattern, shading or the drawing is
shading and/or made of texture. Student intended to be.
texture are used pattern, needs to improve Student needs
to add interest. shading, or control to work on
Student has texture. control.
great control Student has
and is able to basics, but had
experiment a not branched
little. out
Creativit Student has Students has Students has copied Student has
y taken the taken some drawing from not made much
technique and technique and the source material. attempt to
applied it in a has used There is little meet the
way that is source material evidence of requirements
totally his/her as a starting creativity, but the of the
own. The place. The student has done the assignment
student’s student’s assignment.
personally/voice personality
comes through. comes through
in parts of the
drawing
LESSON OBJECTIVE:
Apply organic fertilizer

Learning Outcome 3-1.12: Apply organic fertilizers following the fertilization policy of
the PNS
DIAGNOSTIC TEST
A. Multiple Choice:
Directions: Read and understand the following questions carefully. Write the letter of
the correct answer on space provided before the number.
____1. Plants need food to nourish their parts. Which refers to any organic or inorganic
materials of natural or synthetic origin which is added to the soil to supply certain
elements essential for plant growth?
a. Fertilizers b. Trace elements
c. Macroelements d. Microelements
___2. Which method of fertilizer application is most applicable to seedlings for their
starter solution?
a. Fertigation b. Broadcasting
c. Foliar application d. Localized application
___3. Which is the primary function of nitrogen?
a. Hastens maturity b. Aids in seed formation
c. Forms and transfers starch d. Gives dark green color to plant
___4. When the fertilizer materials are uniformly scattered over the entire area, what
Is the method of fertilizer application called?
a. Side-dressing b. Broadcast method
c. Foliar application d. Band or localized placement
___5. Which is not true about organic fertilizers? Organic fertilizers . . .
a. Decomposed farm manures b. Improve soil physical conditions
c. Facilitate soil erosion d. Retain soil humidity
B. Matching Type. Determine what method of fertilizer application is being stated in
Column A. Choose your answers from the column B. Write the letter of your answer on
the space provided before each number.
COLUMN A COLUMN B
____1. Nutrients are applied in the form of dilute a. Starter method
Solution on standing crop over the b. Placement
Leaves of the plants. c. Foliar
____2. In this method, fertilizers are applied to d. Broadcasting
The standing crops with irrigation water e. Fertigation
____3. It is also known as “feeding the chickens”
or just tossing the pellet fertilizer from
side to side down the row.
____4. Can be added to water and can be the veggies first food
____5. Inserting or drilling or placing the fertilizer
below the soil surface by means of any
tool or implement at desired depth to supply
plant nutrients to crop either before sowing
or in standing crop.
Fertilizer is an important variable
cost in vegetable production. According to
Mcvickar (1970), fertilizer is any
manufactured or processed material or
mixture of materials that contains one or
more of the recognized plant-food
elements, in liquid or dry form. On the
other hand, INGO (2005), claimed that a
fertilizer is any organic or inorganic material of natural or synthetic origin, which is added
to the soil to supply certain elements essential to plant growth. Fertilizers are used to
increase the growth rate, yield, and quality or nutritive value of plants. As all vegetables,
particularly the leafy grows quickly, they must be provided with ample supplies of nutrients
such as nitrogen. Applications of compost or organic fertilizers and some of the fermented
inputs can help vegetables in acquiring the needed nutrients.
Plant food elements and their functions (McVickar 1970)
Type of Plant Chemical Functions

Elements Nutrient Symbol
Nitrogen N Promotes dark green color; leaf, stem, and

fruit development; and hastens growth and
increases the protein content of the crop.
Macro- Phosphorous P2O5 Favors rapid plant growth and development;
Elements hastens fruiting and maturity; and improves the
quality of the crop.
Potassium K2O Hastens maturity; stimulates blooming; aids in

seed formation; and gives plants hardiness.
Calcium Ca Corrects acidity; acts as protective sieve for
the nitrates to set through in passing into the
cells; and acts as a cement between the walls
Micro and of the cells to hold them together.
Trace Magnesium Mg The key element in the
Elements molecule of chlorophyll and
Mg combines with the phosphates so that the
latter can move to their proper places in the
plant.
Sulfur S Gives green color to the younger leaves
including the veins.
Manganese Mn Gives green color to the younger leaves
including the veins.
Boron B Boron hunger results in a reddish-yellow

discoloration and often there is purplish tone,
first seen on the margins of the leaves or the
tip half.
Copper Cu Helps in seed stalk formation.
Zinc Zn Treats abnormally small leaves or leaves that
are yellow or mottled in appearance.
Iron Fe Treats chlorosis
Molybdenum Mo Influences the utilization of nitrogen by the
plant and it is required before nitrogen-fixing
bacteria can utilize atmospheric nitrogen.
Chlorine Cl Tends to concentrate in some plants, in the
veins and floral parts, and appears to be tied
up in some way in the formation of the red,
blue, and violet pigments. Hastens maturity.
The proper usage of fertilizers requires knowledge not only with their properties
but also with their effects on the soil. The amount of fertilizer to be applied depends on
many factors, which includes;
 the nutrient requirement of the plants
 the ability of the soil to supply nutrients
 yield potential
 other management practices
 the capability of the farmer
 other environmental factors particularly rainfall
Organic Fertilizers in Organic Farming
It is better to practice fertilization by simply following this simple principle, “fertilize
the soil not the plant”.
 Use organic fertilizer (animal manure, compost, vermi casts, leaves of legumes,
wood ash, seaweeds, azolla)
 Use Microbials: Rhizobium, PGPR- Plant Growth Promoting Rhizobacteria, Bio-
N, Myco Vam and other microbial aids as well as IMO
Benefits of Using Organic Fertilizers: (Sangatan and Sangatan, 2000)
 prevent soil erosion, crushing and cracking of soil
 retain soil humidity
 improve the internal drainage of soil
 supplement to inorganic fertilizers
 improve physical make-up of the soil making the soil porous
 rich in organic matter
 environmental friendly
 not harmful to human, plants, animals and beneficial soil microorganisms
Characteristics of organic fertilizers:
1. Low nutrient content
2. Slow effect
3. Can be dried and stored for a long time
4. Promote good condition of the soil
5. Carry little risk of a toxic overdose of chemicals
Vegetable Fertilizer Requirement
Nitrogen P2O5 K2O

Crop
(Kg/ha) (kg/ha) (kg/ha)
Asparagus 80 – 150 50 – 100 50- 100
Bean 60 – 120 60 – 120 50 - 100
Broccoli 100 - 200 80 – 150 50 - 200
Cabbage 100 - 200 80 – 150 50 - 200
Carrot 80 – 150 80 – 150 50 - 100
Cauliflower 100 - 200 80 – 150 50 - 200
Corn, Sweet 120 - 240 60 – 120 50 - 150
Cucumber 80-150 50-100 50-200
Eggplant 125-150 100-250 100-250
Garlic 100 - 200 60 – 150 50 - 200
Lettuce 120 - 180 100 – 200 0 - 200
Muskmelon 100 - 150 60 – 120 0 - 100
Onion 120 - 300 60 – 150 0 - 200
Pepper, Chili 80 – 150 60 – 120 0 - 100
Pepper, Sweet 120 - 240 100 – 250 0 - 200
Potato, White 150 - 300 100 – 200 0 - 200
Potato, Irish 150 - 300 100 – 200 0 - 200
Potato, Sweet 80 – 120 60 – 120 0 - 100
Squash 80 – 150 60 – 120 0 - 150
Tomato 100 - 200 60 – 150 0 - 200

Watermelon 100 - 160 60 – 120 0 - 200
Nutrient Content of Agricultural Wastes

Nutrient (%) per weight basis
Type of Wastes N P K Ca Mg C:N
ration
Coconut coir dust 0.39 0.06 1.76 0.13 0.11 117.0
Rice hull 0.40 0.05 0.38 0.07 0.04 102.0
Rice straw 0.53 0.27 1.70 0.50 0.48 67.0
Pineapple trunk 1.18 0.08 2.26 0.09 0.10 37.0
Corn stalk 1.13 0.44 1.75 0.37 0.18 43.0
Oil palm (frond) 0.70 0.07 0.97 0.53 0.14 61.0
Oil pal empty bunch 0.60 0.06 1.92 0.13 0.11 83.0
Chicken dung 1.72 1.82 2.18 9.23 0.86 12.42
Cow dung 2.05 0.76 0.82 1.29 0.48 30.25
Cocoa pods 1.0 0.05 1.08 0.12 0.05 Na
Other organic fertilizers:

 Compost- 7.8 pH, 0.8% N, o.35% P, 0.48% K+ME
 Vermicompost- 6.8 pH, 1.94% N, 0.47% P, 0.70% K+ME
 Madre de Cacao (Glyciridia)- 0.8% N, 1.8% P, 2.8% K+ME
Average Chemical Composition of Manures:
Chemical Composition (%)
Manure
Water N P K Ca Mg
Cattle (fresh) 79.0 2.06 0.66 0.77 0.70 0.16
Cattle (Old) 71.4 2.41 0.75 0.88 0.81 0.12
Carabao (fresh) 71.0 1.22 0.85 0.79 0.15 0.09
Carabao (old) 67.8 1.09 0.82 0.70 0.19 ------
Swine (fresh) 73.8 2.76 2.64 1.47 1.26 0.09
Swine (old) 70.50 2.11 2.41 0.91 0.35 0.04
Broilers (fresh) 82.1 3.17 3.25 2.35 0.52 0.25
Broilers (old) 44.6 3.17 3.29 2.41 0.65 0.37
Pullet (fresh) 79.6 2.60 4.42 3.06 3.38 0.09
Pullet (old) 53.8 3.61 3.33 2.38 1.39 0.41
Layer (fresh) 73.5 4.02 3.71 1.55 4.09 0.14
Layer (old) 52.2 4.22 3.82 2.00 4.12 0.48
Proximate Analysis of the Fermented Inputs
Nutrient (mg/kg) FFJ FPJ FAA
Nitrogen (N) 429.47 855.06 1166.34
Potassium (P) 61.87 122.72 193.44
Phosphorous (K) 1201.7 3934.2 314.6
Calcium 307.23 913.03 377.92
Magnesium 119.55 333.64 80.58
Sodium 51.15 128.19 426.4
Iron 15.07 52.24 19.73
Copper 0.75 0.87 0.94
Manganese 2.19 4.54 1.45
Zinc 1.97 3.74 5.84
Methods of Fertilizer Application:

A) BROADCASTING
 It refers to spreading fertilizers uniformly all over the
field.
 It is suitable in dense stand crops, the plant roots
permeate the whole volume of the soil, large doses of
fertilizers are applied and insoluble phosphatic fertilizers
such as rock phosphate are used.
Broadcasting of fertilizers is of two types.
i) Broadcasting at sowing or planting (Basal
application)
The main objectives of broadcasting the
fertilizers at sowing time are to uniformly distribute the
fertilizer over the entire field and to mix it with soil.
ii) Top dressing
It is the broadcasting of fertilizers particularly
nitrogenous fertilizers in closely sown crops, with the
objective of supplying nitrogen in readily available form
to growing plants.
B) PLACEMENT
 It refers to the placement of fertilizers in soil at a specific place with or without
reference to the position of the seed.
 Placement of fertilizers is normally recommended when;
 the quantity of fertilizers to apply is small
 development of the root system is poor
 soil have a low level of fertility
 to apply phosphatic and potassic fertilizer.
The most common methods of placement are as follows:
i) Plough sole placement
 Fertilizer is placed at the bottom of the plow furrow in
a continuous band during the process of plowing.
 Every band is covered as the next furrow is turned.
 It is recommended to farm with soil becomes quite dry
up to few cm below the soil surface and soils having a
heavy clay pan just below the plow sole layer.
ii) Deep placement
 Fertilizers, particularly ammoniacal nitrogenous was
placed in the reduction zone of soil like in paddy fields,
where fertilizer remains available to the crop. This
method ensures better distribution of fertilizer in the
root zone soil and prevents loss of nutrients by run-off.
iii) Localized placement
 Fertilizers is placed into the soil close to the seed or plant purposely to supply the
nutrients in adequate amounts to the roots of growing plants. The common
methods to place fertilizers close to the seed or plant are as follows:
a) Drilling
 In this method, the fertilizer is applied at the time of
sowing by means of a seed-cum-fertilizer drill. This
places fertilizer and the seed in the same row but at
different depths, but sometimes germination of seeds
and young plants may get damaged due to higher
concentration of soluble salts.
b) Side dressing
 It refers to the spread of fertilizer in between the rows
and around the plants. The common methods of side-
dressing are
 Placement of nitrogenous fertilizers by hand in
between the rows of crops.
 Placement of fertilizers around the trees like
mango, apple, grapes, papaya etc.
c) Band placement
 If refers to the placement of fertilizer in bands.
Band placement is of two types.
i) Hill placement
 Usually practiced in orchard in applying fertilizers.
 In this method, fertilizers are placed close to the plant
in bands on one or both sides of the plant. The length
and depth of the band varies with the nature of the
crop.
ii) Row placement

 Fertilizer is applied in continuous bands on one or
both sides of the row. Commonly applicable to crops
that being planted close together in row.
d) Pellet application
 It refers to the placement of nitrogenous fertilizer in
the form of pellets 2.5 to 5 cm deep between the rows
of the paddy crop.
 The fertilizer is mixed with the soil in the ratio of 1:10
and made small pellets of convenient size to deposit
in the mud of paddy fields.
Following are the common methods of applying liquid fertilizers

a) Starter solutions
 It refers to the application of solution of N, P2O5
and K2O in the ratio of 1:2:1 and 1:1:2 to young plants
at the time of transplanting, particularly for vegetables.
Starter solution helps in rapid establishment and quick
growth of seedlings.
b) Foliar application
 It refers to the spraying of fertilizer solutions
containing one or more nutrients on the foliage/leaves
of growing plants.
 Several nutrient elements are readily absorbed
by leaves when they are dissolved in water and sprayed
on them.
 The concentration of the spray solution has to
be controlled, otherwise serious damage may result due to scorching of the leaves.
 Foliar application is effective for the application of minor nutrients like iron, copper,
boron, zinc and manganese. Sometimes insecticides are also applied along with
fertilizers.
c) Application through irrigation water (Fertigation)
 It refers to the application of water-soluble fertilizers
through irrigation water.
 The nutrients are thus carried into the soil in solution.
 Generally nitrogenous fertilizers are applied through
irrigation water.
d) Injection into soil
 Liquid fertilizers for injection into the soil may be of
either pressure or non-pressure types.
 Non-pressure solutions may be applied either on the
surface or in furrows without appreciable loss of plant
nutrients under most conditions.
 Anhydrous ammonia must be placed in narrow
furrows at a depth of 12-15 cm and covered
immediately to prevent loss of ammonia.
e) Aerial application.
 The fertilizer solutions are applied by aircraft
particularly in hilly areas, in forest lands, in grass lands
or in sugarcane fields etc.
General Tips in Improving Soil fertility

 Use of organic fertilizer
 Loosen the soil and spray IMO to increase the growth of beneficial microorganism
 Practice intercropping
 Application of green manure
 Practice crop rotation
 Prevent soil erosion through cover cropping
 Practice fallow period
 Return weeds to the soil as mulch or as compost
 Take care of your soil. It has life and it gives life
 In applying organic nutrients the following should be considered:
 Crop nutrient removal
 Available nutrients in the soil
 Organic fertilizer to be added (based on N, P, and K)
 Subsequent crops to be planted
A. Multiple Choice:
Directions: Read and understand the questions carefully. Write the letter of the
correct answer in space provided before the number.
____1. Plants need food to nourish their parts. Which refers to any organic or inorganic
materials of natural or synthetic origin which is added to the soil to suppy certain
elements essential for plant growth?
a. Fertilizers b. Trace elements
c. Macroelements d. Microelements
___2. Which method of fertilizer application is most applicable to seedlings for their
starter solution?
a. Fertigation b. Broadcasting
c. Foliar application d. Localized application
___3. Which is the primary function of nitrogen?
a. Hastens maturity b. Aids in seed formation
c. Forms and transfers starch d. Gives dark green color to plant
___4. When the fertilizer materials are uniformly scattered over the entire area, what
Is the method of fertilizer application called?
a. Side-dressing b. Broadcast method
c. Foliar application d. Band or localized placement
___5. Which is not true about organic fertilizers? Organic fertilizers . . .
a. Decomposed farm manures b. Improve soil physical conditions
c. Facilitate soil erosion d. Retain soil humidity
B. Matching Type. Determine what method of fertilizer application is being stated in
Column A. Just choose the letter of the correct answer in Column B. Write your answer
on space provided before the number.
COLUMN A COLUMN B
____1. Nutrients are applied in the form of dilute a. Starter method
Solution on standing crop over the b. Placement
Leaves of the plants. c. Foliar
____2. In this method, fertilizers are applied to d. Broadcasting
The standing crops with irrigation water e. Fertigation
____3. It is also known as “feeding the chickens”
or just tossing the pellet fertilizer from
side to side down the row.
____4. Can be added to water and can be the
Veggies first food
____5. Inserting or drilling or placing the fertilizer
below the soil surface by means of any
tool or implement at desired depth to supply
plant nutrients to crop either before sowing
or in standing crop.
Name: _____________________________________ Score: ____________________

Direction: Go to your school/backyard vegetable garden and observe/diagnose your
plants. Are they doing well? Do they need something? What particular nutrients the plants
need? (Please refer to the table of nutrients and its functions). Make a summary of your
observations by completing the table below and submit it to your teacher.
Recommended Brief Explanation of
Name of crops/ Diagnostic/
Possible Nutrient your
vegetables Observation
Needs recommendation
Your output will be rated using this rubric:
10- Above 8- Meets 6 – Approaching 5- Below
Opinion with Opinion is Opinion is clearly Opinion is clear Opinion is

Reasons clearly stated stated and but reasons are unclear; no
and reasons reasons are unclear or reasons are
are strong. stated incomplete given
Idea Clear and Clear explanation Explanation Little to no

Explanation concise that discusses attempts to explanation of
explanation most of the discuss the the information
that thoroughly information information but is presented
discusses the presented unclear at times
information
presented
Evidence Supports Supports opinion Attempts to Opinion is not

opinion and and reasons with support opinion supported. No
reasons with facts and and reasons with evidence
strong, necessary details facts; however, the provided
accurate facts information is
and thorough unclear or
details. inaccurate
Some Pesticides Permitted in Organic Gardening. Denver County Cooperative Extension
Master Gardener
The Organic Center www.organic-center.org.
Worthington, V. 2001. Nutritional Quality of Organic Versus Conventional Fruits,
Vegetables and Grains.
www.ifoam.org
CONCEPT REVIEW
LEARNING OUTCOME 4
Perform harvest and ost-harvest activities
Farmers engage in vegetable production has already set in their mind to gain at
the end of the cropping season. Hence, they observed good practices in the farm since
land preparation until such crops are harvestable. But one of the most critical stage in
vegetable production is during harvesting. If some factors in proper harvesting has been
miss look, it could lead to failure and losses. Moreover, mismanagement after
harvesting contribute also to the decrease of income or can incur losses to the side of the
vegetable growers.
In this chapter, learners will learn on how to check products using maturity indices,
harvest marketable products, classify marketable products, use appropriate harvesting
tools and materials, apply postharvest practices, and accomplish production record.
At the end of the chapter of this module, the students are expected to perform the
following:
LESSON OBJECTIVE:
Check products using maturity indices
of vegetable crops

Learning Outcome 4-1.13: Check products using maturity indices of vegetable crops
according to PNS, PNS-Organic Agriculture practice
DIAGNOSTIC TEST
A. Multiple Choice. Directions: Read and understand the items being described below.
Choose the letter of the correct answer and write it in the space provided before the
number.
____1. It is an indication that the fruit is ready for harvest. At this point, the edible part
of the fruit or vegetable is fully developed in size, although it may not be ready for
immediate consumption.
a. maturity index b. ripening c. maturation d. senescence
____2. Maturity is derived from a Latin word „Maturus‟ which means
a. Ripen b. Mature c. Immature d. Over mature
____3. Signs that can help in determining maturity of vegetables crops.
a. Maturity indices b. Ripening c. senescence d. maturation
____4. There are types of maturity according to purpose of the produce. Which of the
following best describes the stage in the development of a crop in relation to time
of harvest according to consumers’ demand?
a. Horticultural maturity/Commercial maturity
b. Physiological maturity
c. Harvest maturity
d. All of the above
____5. It is the process of monitoring the physiological development of fruit as it ripens.
a. maturation b. maturity indexing c. maturity indices d. senescence
____6. It is the developmental stage of the vegetables wherein they encounter natural
degradation of their tissues.
a. ripening b. maturation c. harvesting d. senescence
____7. It is the final attainment of final stage of biological function by a plant part of plant
as a whole.
a. Physiological maturity c. Harvesting maturity
b. Commercial maturity d. Horticultural maturity
____8. This method of determining vegetable maturity is done mainly by touch of the
fingers with respect to firmness, crispiness and sound.
a. Visual method b. Feel method c. physical method d. chemical method
____9. In this method of maturity determination, the acidity, starch and sugar content in
crops are measured.
a. Feel method b. Calendar method c. chemical method d. physical method
____10. Following are the importance of maturity indices, except _____________
a. Adequate shelf-life c. Sensory and Nutritional Quality
b. Facilitate marketing-standard d. Out of timing harvesting
B. Apply your learning in maturity indexing of vegetable crops by completing the table
below, just write the maturity indices and methods of determining maturity of the listed
crops below.
Vegetable Crops Maturity index Methods of determining
maturity
Okra
Tomato
Eggplant
Radish
Cabbage
Vegetables should be harvested when
they reach the harvest maturity stage. It permits
to be at its best condition when delivered to the
optimum consumers. Likewise, acceptable
flavor, appearance, and required market size will
be obtained. Moreover, vegetable crops being
harvested at maturity level can assure you with
an adequate shelf life. One factor to consider
prior to harvesting of crops is to determine the
plant maturity indices. Maturity indices can help
the farmers to decide when to harvest such
crops.
Maturity
 The term maturity was coming from the Latin word “maturus” which means
ripening.
 Maturity is the attainment of the particular size or stage after which ripening takes
place. You cannot improve the quality of the produce, but you can obtain it when
harvesting is done at proper stage of maturity.
 Maturity indices are also referred as “maturity standards”. Signs can help in
determining maturity of vegetables crops. Knowledge in maturity indices is vital
because the market value depends upon the quality of the produce. It is necessary
to harvest vegetables at proper stage of maturity to facilitate proper ripening,
distant transportation and maximum storage life.
 According to Anonymous (2007), maturity is the stage at which a crop is
harvestable. Maturity index is an observable indication or sign that a particular
crop is ready for harvest in terms of size, color, weight, texture, and shape in some
vegetable crops.
Three (3) stages in the life span of fruits and vegetables:
1. Maturation – is indicative of the fruit being
ready for harvest. At this point, the edible part
of the fruit or vegetable is fully developed in
size, although it may not be ready for
2. Ripening – follows or overlaps maturation,

rendering the produce edible, as indicated by
taste.
3. Senescence – is the last stage,

characterized by natural degradation of the
fruit or vegetable, as in loss of texture, flavour,
etc. (senescence ends at the
death of the tissue of the fruit)
Importance of maturity indices:

 It can ensure the farmers that the crops are in high quality (flavor, color, aroma,
texture) and nutritional quality
 Guarantee that the produce has an acceptable postharvest shelf life
 Efficient use of labor and resources
 Enable farmers to determine when to harvest and determine packing
operations
 Help smooth marketing activity
 Productivity
Types of Maturity
1. Harvesting Maturity
 It largely depends on the purposes for which is harvested.
Example:
Tomato are harvested fully coloured if consumed locally or for
processing, but if it is intended for distant market, fruit which have started
developing colour are harvested.
2. Physiological Maturity
 It is the stage of development of any plant organ at its maximum size and
growth.
 It is the final attainment of final stage of biological function by a plant part
of plant as a whole.
Example:
Bean pod of okra is at its physiological
maturity when seeds are fully developed and
the pod is which will dehisce with little
pressure.
3. Commercial or Horticultural Maturity

 It is a stage appears at any time between development and growth of any
plant upon fruit.
 The crops are being harvested in this stage in accordance with the use or
market demand.
Example: The bean pod of okra is

matured when it is tender with maximum size,
as per horticultural maturity.
 In beans and peas, there are three stages of maturity as follows:
1. Tender pods – when the product desired is the tender pods
(e.g. pole and bush sitao, snap beans)
2. Tender seed stage –when the product desired is the tender
seeds
(e.g. lima beans, cadios)
3. Ripened seed stage –when the product desired is the ripened
seeds which are mainly used as seeds
(e.g. mungbean, cowpea).
Maturity Determination
1. Visual Methods
 Skin Color
 This is applicable to fruits, since skin color changes as it ripens or matures.
 Size
 The shape of the fruit can change during
maturation and can be used as a
characteristic to determine harvest
maturity.
 Some vegetables will reach a certain
size, which can be used as index for
optimum time of harvest.
 Presence of abscission
 The presence of abscission zones between the stem and the stem end in
some fruits such as tomato, peas and beans have been observed to
become prominent at maturity.
2. Feel Method
 This method is done mainly by touch of the fingers with respect to;
 Firmness
 Crispiness
 Sound
 For example, in bottle gourd, tomatoes, beans and peas, the matured fruits
will easily give way when a slight pressure is applied to detach the fruits
with the fingers.
3. Chemical Analysis
 In this method, the acidity, starch and sugar content are measured. High sugar
content indicates maturity. Acid content in some fruits falls with maturity, thus, low
acid content indicates maturity.
4. Physical Means
 Use of pressure tester – use to measure the softness of a fruit.
 Specific Gravity - in practice, the fruit or vegetable is weighed in air divided by
the weight in water gives the specific gravity. As a fruit matures its specific
gravity increases. This parameter is rarely used to determine time of harvest,
but could be used in cases where development of a suitable sampling
technique is possible.
5. Computation Method
 Days from flowering to harvesting
 Days from planting to harvesting
The table below shows the maturity indices of some vegetable crops:
Crop Index
Root, bulb and tuber crops
Radish and carrot Large enough and crispy (over-mature if pithy)
Potato, onion, and garlic Tops beginning to dry out and topple down
Yam, bean and ginger Large enough (over-mature if tough and fibrous)
Green onion Leaves at their broadest and longest
Fruit vegetables
Cowpea, yard-long bean, snap Well-filled pods that snap readily
bean, sweet pea, and winged
bean
Lima bean and pigeon pea Well-filled pods that are beginning to lose their
greenness
Okra Desirable size reached and the tips of which can be
snapped readily
Snake gourd, and dishrag Desirable size reached and thumbnail can still
gourd penetrate
flesh readily (over-mature if
thumbnail cannot penetrate flesh readily)
Eggplant, bitter gourd, Desirable size reached but still tender (over mature if
chistophine or slicing cucumber color dulls or changes and seeds are tough)
Sweet corn Exudes milky sap when thumbnail penetrates kernel
Tomato Seeds slipping when fruit is cut, or green color turning
pink
Sweet pepper Deep green color turning dull or red
Flower vegetables
Cauliflower Curd compact (over mature if flower cluster elongates
and become loose)
Broccoli Bud cluster compact (over mature if loose)
Leafy vegetables
Lettuce Big enough before flowering
Cabbage Head compact (over mature if head cracks)
Celery Big enough before it becomes pithy
Source: Bautista, O.K. and Mabesa, R.C. (Eds). 1977. Vegetable production. University
of the Philippines at Los Banos.
A. Multiple Choice. Directions: Read and understand the items being described below.
Choose the letter of the correct answer and write it in the space provided before the
number.
____1. It is an indication that the fruit is ready for harvest. At this point, the edible part
of the fruit or vegetable is fully developed in size, although it may not be ready for
a. maturity index b. ripening c. maturation d. senescence
____2. Maturity is derived from a Latin word „Maturus‟ which means
a. Ripen b. Mature c. Immature d. Over mature
____3. Signs that can help in determining maturity of vegetables crops.
a. Maturity indices b. Ripening c. senescence d. maturation
____4. There are types of maturity according to purpose of the produce. Which of the
following best describes the stage in the development of a crop in relation to time
of harvest according to consumers’ demand?
e. Horticultural maturity/Commercial maturity
f. Physiological maturity
g. Harvest maturity
h. All of the above
____5. It is the process of monitoring the physiological development of fruit as it ripens.
a. maturation b. maturity indexing c. maturity indices d. senescence
____6. It is the developmental stage of the vegetables wherein they encounter natural
degradation of their tissues.
a. ripening b. maturation c. harvesting d. senescence
____7. It is the final attainment of final stage of biological function by a plant part of plant
as a
whole.
a. Physiological maturity c. Harvesting maturity
b. Commercial maturity d. Horticultural maturity
____8. This method of determining vegetable maturity is done mainly by touch of the
fingers with respect to firmness, crispiness and sound.
a. Visual method b. Feel method c. physical method d. chemical method
____9. In this method of maturity determination, the acidity, starch and sugar content in
crops are measured.
a. Feel method b. Calendar method c. chemical method d. physical method
____10. Following are the importance of maturity indices, except _____________
a. Adequate shelf-life c. Sensory and Nutritional Quality
b. Facilitate marketing-standard d. Out of timing harvesting
B. Apply your learning in maturity indexing of vegetable crops by completing the table
below, just write the maturity indices and methods of determining maturity of the listed
crops below.
Vegetable Crops Maturity index Methods of determining

maturity
Okra
Tomato
Eggplant
Radish
Cabbage
Name: _____________________________________ Score: ____________________

Direction: In this activity, kindly visit your school/home backyard vegetable garden. Try to
identify the vegetable crops planted that are ready for harvest based on the maturity
indices you’ve learned in this lesson. Make a list of the plants and opposite each crop
indicate its maturity index.
CROPS MATURITY INDEX

LESSON OBJECTIVE:
Harvest marketable products

Learning Outcome 4-1.14: Harvest Marketable Products According to PNS, PNS-

Organic
Agriculture Practice
DIAGNOSTIC- TEST
A. Explanation: Explain or elaborate the questions below.

1. Why do we need to harvest vegetable crops when they reached their
maturity stage?
2. How the principle of TLC affects the quality of your produce?

HARVESTING
Harvesting is the process of gathering
or picking of harvestable parts of a plant. In
vegetable gardening, time of harvest plays a
crucial role in determining the gain or losses
in production. There are instances that
farmers let their crops left in the farm even
though it’s already reaches the maturity
level. This could lead to field loss – loss of
money, time, effort or labor, and land due to nutrients consumption. Harvesting is one of
the important operations, that decide the quality as well as storage life of produce and
helps in preventing huge losses of vegetables.
Harvesting the crops on time is important especially in managing perishable farm
crops. If farmers miss a day and delay harvesting of crops could lead to serious
deterioration of vegetables. Delay in harvesting may also lessen the yield of grains and
leguminous crops due to shattering of pods and rotting of grains brought about by attacks
of insect pests, diseases, rain and humans.
Factors to consider in harvesting marketable products:
 Have reach the optimum stage of maturity
 A high standard of field hygiene should be maintained
 Do not damage the harvested vegetable crops
 Follow careful and correct harvest techniques to ensure the quality of
harvested produce
 Avoid bruises, breakage, and wounds during harvest because it can
provide entry points for pathogens causing decay
 Hire only trained harvester for efficient and careful handling of fresh
produce
The principles of Tender, Love and Care (TLC) must be observed during
harvesting to avoid damages of the produce.
Principles of TLC:
 Produce/vegetables are living organisms
 Handle harvests with extra care
 Do not toss the fruits
 Gently lay down the harvests
 Do not step on the piled produce
 Do not make the pile too high to avoid heat up
The harvesting operation includes:
1. Identification and judging the maturity of fruits
2. Selection of mature fruits or vegetables
3. Detaching or separating of the vegetable parts or harvesting of the whole
plants
4. Collection of matured vegetable crops.
Good Practices during Harvesting
1. Containers used for collecting produce
 must be smooth (use of liners)
 must be cleaned
 must not be overfilled
2. Harvested produce
 must not come into contact with oil, chemicals and dirty surfaces
 must not be dropped
 must be gently transferred to collecting baskets and protect
from sun or rain until such time it can be transported to target
markets
3. Cuts and bruises must be avoided during harvesting operations
4. Time of harvest. The time of the day and the
prevailing weather conditions can influence
produce quality and shelf life:
 Produce must be harvested
during the coolest time of the
day when the physiological
activity of fruits is low.
 Produce must not be harvested when wet, because it generates
heat and decays quickly.
 Harvested produce must be maintained in a cool and shady area
with adequate ventilation
Methods of Harvesting Vegetable Crops

1. Manual harvesting. Manual harvesting is
one of the most popular methods of
harvesting produce. To ensure the quality of
the produce, one must be trained on proper
harvesting. Selective harvesting by well
trained and experienced harvesters ensures
that fruit is harvested only at its peak
ripeness.
2. Mechanical harvesting. Mechanical

harvesting results in a significant reduction in
management and labor costs and can result in
savings as high as 30-45 per cent. Mechanical
harvesting is recommended for large-scale
operations where labor is not available.
Table below shows common vegetables and their
time of harvest:
CROPS TIME OF HARVEST
Pechay Harvest starts 20-25 days after transplanting. Pechay
easily wilts so it is necessary to harvest early in the
morning
Eggplant First harvest is about 50-60 days from planting. Fruits that
are shiny and soft are ready for harvest. More frequent
harvesting can reduce damage from fruit borers. Harvest
all fruits including deformed and damaged ones to
prevent spread of pests. Harvesting can last for 3-6
months
Ampalaya Harvest when the fruits are green, shiny and have
attained full size. Priming can be done at 2 – 3 days
interval. Harvesting period lasts for 2-3 months
Pole Sitao Harvest the pod by holding the stem end then twisting it
free. Be careful not to break the pod. Pick young pods
when pods are left in the field they become tough and
fruiting is reduced
Tomato Harvests 55 to 60 days after transplanting or harvest
tomato fruits when they turn a little red especially at the
bottom end. Pick tomatoes during the cooler times of the
day usually at dawn. If it is necessary to harvest up to
noon time, keep the harvested fruits in a shaded area
soon after picking. Avoid harvesting during rainy days.
A. Enumeration: Please enumerate the following:
1 – 5 : At least 5 principle of TLC

6 – 8 : At least 3 factors to consider in harvesting marketable products
9 – 10 : The two methods of harvesting vegetable crops
11 – 12 : At least 2 good practices in during harvesting
13 – 15 : At least 3 harvesting operation.
B. Explanation:
1. Why do we need to harvest vegetable crops when they reached their
maturity?
2. How the principle of TLC affects the quality of your produce?

Name: _____________________________________ Score: ____________________

Direction: Conduct an interview with your parents or any member of your community
that has been engaged in vegetable production. And ask them what are the common
vegetable crops they planted in their farm/garden. Then let them explain when they are
going to harvest those crops, and what are their reasons of harvesting.
Please use the table below in completing this task:
NAME OF
WHEN TO HARVEST REASON OF HARVESTING
CROPS
Opinion with Opinion is Opinion is Opinion is clear but Opinion is

Reasons clearly stated clearly stated reasons are unclear; no
and reasons are and reasons unclear or reasons are
strong. are stated incomplete given
Idea Clear and Clear Explanation Little to no

Explanation concise explanation attempts to discuss explanation of
explanation that that discusses the information but the
thoroughly most of the is unclear at times information
discusses the information presented
information presented
presented
Evidence Supports Supports Attempts to Opinion is not

opinion and opinion and support opinion supported.
reasons with reasons with and reasons with No evidence
strong, accurate facts and facts; however, the provided
facts and necessary information is
thorough details unclear or
details. inaccurate
LESSON OBJECTIVE:
Classify marketable products

Learning Outcome 4-1.15: Classify marketable products according to PNS, PNS-

Organic Agriculture practice
DIAGNOSTIC TEST
A. Identification. Read the sentence carefully and determine the terms being stated.
Choose your answer from the box below, and write it in the space provided before the
number.
Manual Grading Class I
Mechanical Grading Class II
Extra Class Grading
_____________________1. Individual fruit is allowed a slight defect in shape,

colour and minor skin defect which do not affect the general appearance for
keeping qualities.
_____________________2. Is consist of a conveyor belt with a bag at the end
wherein smaller produce fall through the chain making grading process less
extensive.
_____________________3. It is sorting or categorization of fruits and vegetables
and generally done on the basis of physical characteristics.
_____________________4. It was costly and grading operation was affected due
to shortage of labor in peak seasons.
_____________________5. Vegetables shows superior quality poses the shapes
and colour of the variety and without internal defect likely to affect the inherent
texture and flavour.
B. Enumeration: Enumerate at least five (5) advantages of grading the vegetables.

1 . ____________________________________________
2. ____________________________________________
3. ____________________________________________
4. __________________________________________
5. __________________________________________
Farm produce, particularly vegetables,
has no definite or fix market price. Hence, it is
difficult to the part of the farmers to determine
its possible income at the end of the cropping
season. The price of the farm product usually
dictated by its crop classification or grading
process. Likewise, grading plays an
important role to remove undesirable or
foreign matters from the harvested crops into
various fractions. Grading is sorting or
categorization of fruits and vegetables and
generally done on the basis of physical
characteristics like;
 Weight
 Size
 Color
 Shape
 Specific gravity
 Freedom from diseases
Produce brought in many markets often has variable characteristics and
sometimes it may be delivered immature or contain shriveled, damaged and rotten
materials. Delivering such produce generally results in lower prices. Thus, systematic
grading is pre-requisite for efficient marketing of fruits and vegetables. The bruised,
damaged and mis-shapen produce should be sorted out and healthy fruits or vegetables
should be graded.
Advantages of Grading
 Can fetches better price in the market.
 Develop greater confidence between buyers and growers.
 Increase the marketing efficiency by facilitating buying and selling a produce
without personal selection.
 Avoid heavy marketing cost in packing and transportation.
 Increasing distributors’ profits.
 Increasing producers’ profits.
 Improves product uniformity within a particular grade and serves as the basis for
price.
Methods of Grading
The two known methods of grading of vegetables for fresh marketing are as
follows:
Manual grading – was carried out by trained
operators who considered a number of
grading factors and crops were separated
according to their physical quality.
- It was costly and grading operation was
affected due to shortage of labor in peak
seasons.
Mechanical grading – consist of a conveyor belt

with a bag at the end wherein smaller produce fall
through the chain making grading process less
extensive.
Each country may differ in regards to their
respective set standards in classifying the
marketable products. However, for international
market, there are three general grades being
considered in order to have uniformity.
Three Different Class of Grading:
1. Extra Class: The extra class is of superior quality poses the shapes and colour
of the variety and without internal defect likely to affect the inherent texture and
flavour. A 5 per cent tolerance is allowed for errors. It must be carefully presented
taking into accounts the uniformity of the produces in size, colour, and condition
arrangement of the produce in the package, quality and appearances of the
packing or pre-packing material.
2. Class I: Almost having a same quality is like the Extra Class except that a 10%
tolerance is allowed. Individual fruit is allowed a slight defect in shape, colour and
minor skin defect which do not affect the general appearance for keeping qualities.
3. Class II: This class product may exhibit some external or internal defects
provided they are fit for consumption while fresh. This class is the best fitted for
local or short distance market. This category will satisfy the needs of customers
who are not too demanding and for whom price is more important than quality.
Ref: https://www.coolingindia.in/advantages-of-fruits-vegetables-grading/#
Some commodity and their classification in the Philippines (PNS-BAFPS)
Table 1 – Classification of Tomato
Diameter (cm)
Classification
Table
Size/ Type Cherry Beef
Round Oblong Ribbed
Small 3.5 – 4.0 3.0 – 3.5 3.5 – 4.0 2.0 – 2.9 5.7 – 6.7
Medium 4.1 – 4.7 3.6 – 4.0 4.1 – 4.7 3.0 – 3.4 6.8 – 8.2
Large 4.8 – 5.7 4.1 – 4.7 4.8 – 5.7 3.5 – 3.9 8.3 – 10.2
Jumbo 5.7 – 6.7 4.8 – 5.7 5.7 – 6.7 10.3 -12.2
Table 2 – Classification of Squash

Size Classification Weight of Squash (kg)
Small 0.5 – 1.5
Medium 1.6 – 3.0
Large 3.1 – 6.0
Extra Large > 6.0
Table 3 – Grade of Eggplant
Classification Type Description
Extra Class 5 % by number or weight of eggplant conforming
to the size immediately below or above the
specified in the package
Class I and II 10 % by number or weight of eggplant not
conforming to the minimum size. In any case, the
tolerance is not applicable to eggplant with a
diameter of more than 5.0 mm or weight less 50 g
Table 4 – Classification of Cucumber

Size Diameter (cm) Length (cm)
Classification
Small < 3.5 < 10
Medium 3.5 – 5.0 10 – 15
Large > 5.0 > 15
Note: Length (cm) of cucumber shall be a priority in sizing
Table 5 – Classification of Carrots

Size Diameter (cm) Length (cm)
Classification
Extra Small - <9
Small 2.0 9 – 12
Medium 3.0 13 – 14
Large 4.8 > 15
Table 6 – Classification of Cabbage
Size Classification Weight of Squash (kg)
Small < 0.5
Medium .51 – 1.0
Large 1.1 – 1.5
Extra Large > 1.5
Table 7 – Classification of Okra

Size Classification Length of Okra Pods (cm)
Small < 9.0
Medium 9 – 11.4
Large > 11.4
Table 8 – Grade of Okra

Grade
Description
Classification
Extra Class Okra must be of superior quality and have the
characteristic of the variety and/or commercial type. It
must be fresh, young and tender, clean, well-formed,
free of decay, discoloration, dirt or other foreign matter,
free of damages caused by diseases, insects,
mechanical or other means. Very slight superficial
defects are allowed, provided these do not affect the
general appearance of the produce, the quality, the
keeping quality and presentation in the package.
Class I Okra in this class must be of good quality. It must have
the characteristic of the variety and/or commercial type.
It must be fresh, young and tender, and clean. Slight
defects in shape, insects and mechanical damages are
allowed, provided these do not affect the general
appearance of the produce, the quality, the keeping
quality and presentation in the package.
Class II This class includes okra which do not qualify for inclusion
in the higher classes, but satisfies the minimum
requirements.
A. Identification. Read the sentence carefully and determine the terms being stated.
Choose your answer from the box below, and write it in the space provided before the
number.
Manual Grading Class I
Mechanical Grading Class II
Extra Class Grading
_____________________1. Individual fruit is allowed a slight defect in shape,

colour and minor skin defect which do not affect the general appearance for
keeping qualities.
_____________________2. Is consist of a conveyor belt with a bag at the end
wherein smaller produce fall through the chain making grading process less
extensive.
_____________________3. It is sorting or categorization of fruits and vegetables
and generally done on the basis of physical characteristics.
_____________________4. It was costly and grading operation was affected due
to shortage of labor in peak seasons.
_____________________5. Vegetables shows superior quality poses the shapes
and colour of the variety and without internal defect likely to affect the inherent
texture and flavour.
B. Enumeration: Enumerate at least five (5) advantages of grading the vegetables.

1 . ____________________________________________
2. ____________________________________________
3. ____________________________________________
4. __________________________________________
5. __________________________________________
Name: _____________________________________ Score: ____________________

Direction: Conduct an interview with a farmer and ask them about the following:
1. Types/kinds of vegetables they grown that needs to be classified before
marketing.
2. Who conducted/performed vegetable classification?
3. Are they satisfied with the result of classification? Why?
Please complete the task using the template below:
Name of Farmer:_____________________________
Signature: __________________
Who performed
Crops needed classification
classification (farmer-grower, Satisfied or
Reasons
before middlemen, not?
marketing experienced
sorter, buyer)
LESSON OBJECTIVE:
Use appropriate harvesting tools and material

Learning Outcome 4-1.16: Use appropriate harvesting tools and material according to
PNS
DIAGNOSTIC TEST
A. Matching Type. Read the description in column A and match it with column B.
Write only the letter of your choice at the space provided before the number.
COLUMN A COLUMN B
___1. It is used to harvest leaves and branches of a. Scissors
plants like lemongrass and herbs. b. Pruning shears
___2. Designed to reduce root damage and a deep-dish c. Sickle
style that allows for digging up a lot of potatoes d. Knife
in each scoop. e. Garden Fork
___3. A tool with a cutting edge or blade often attached
to a handle or hilt.
___4. They are really good for harvesting lettuce and other
soft things that need to be cut.
___5. They are strong enough to prune hard branches of
trees, shrubs, sometimes up to two centimeters thick.
B. Direction: Name the harvesting materials below:
1. - ________________________________
2. - ___________________________________
3. - ________________________________
4. - ________________________________
5. - _______________________________
C. Essay:
Make an essay about the importance of using appropriate tools and materials in
harvesting vegetables. Your output shall consist of at least 100 words.
Harvesting vegetable crops is
pleasurable, but the enjoyment it
brings may be hampered because of
your inappropriate tools and materials
used in the task. Lack of harvesting
tools and materials m ay cause delay
of harvesting, contaminate or damage
the crops or vegetables, and
eventually can cause loss of income.
So, if you want to make your
experience in harvesting faster, easier,
less labor-intensive and more fun, just
select the right set of tools needed for
the job.
Common tools for harvesting:
1. Knife – is a tool with a cutting edge or blade often

attached to a handle or hilt. It ensures that
the fruits and vegetables are taken off from the
branches without harming the crown. Select wooden
handle knife because it allows to maintain a firm grip
and eliminates the risk of the tool slipping away from
the hand.
2. Scissors – are a small cutting tool with two sharp
blades that are screwed together. Garden scissors
are really good for harvesting lettuce and other soft
things that need to be cut.
3. Pruning shears – also called as hand pruners or
secateurs, are a type of scissors for use in plants.
They are strong enough to prune hard branches of
trees, shrubs, sometimes up to two centimeters
thick.
4. Sickle – is one of the must-have tools for every
garden and farm to remove troublesome weeds and
harvesting crops. It is unmatched in its efficiency
with a superior quality blade and firm wooden
handle that allows the gardener or farmer to clear
weeds and harvest their crops efficiently. It is used
to harvest leaves and branches of plants
like lemongrass, herbs, odomos plant etc
5. Garden fork – with a nine-prong bulb-end design to
reduce root damage and a deep-dish style that
allows for digging up a lot of potatoes in each
scoop.
Common Materials used in harvesting vegetables:

1. Collecting basket (you can use liners e.g.
newspaper, banana leaves, rice hay)
2. Wooden crates
3. Plastic roll bags
4. Plastic crates with liner
5. Perforated plastic bags
6. Corrugated boxes
A. Matching Type. Read the description in column A and match it with column B.
Write only the letter of your choice at the space provided before the number.
COLUMN A COLUMN B
___1. It is used to harvest leaves and branches of a. Scissors
plants like lemongrass and herbs. b. Pruning shears
___2. Designed to reduce root damage and a deep-dish c. Sickle
style that allows for digging up a lot of potatoes d. Knife
in each scoop. e. Garden Fork
___3. A tool with a cutting edge or blade often attached
to a handle or hilt.
___4. They are really good for harvesting lettuce and other
soft things that need to be cut.
___5. They are strong enough to prune hard branches of
trees, shrubs, sometimes up to two centimeters thick.
B. Direction: Name the harvesting materials below:
1. - ________________________________
2. - _______________________________
3. - ________________________________
4. - ________________________________
5. - _______________________________
C. Essay:
Make an essay about the importance of using appropriate tools and materials in
harvesting vegetables. Your output shall consist of at least 100 words.
Position The position The position A position There is no

Statement statement statement statement is position
provides a clear, provides a present, but does statement
strong clear not make the
statement of the statement of author’s position
author’s position the author’s clear.
on the topic. position on the
topic.
Sequencing Arguments and Arguments and A few of the Many of the

support are supports are support details of support details
provided in a provided in a arguments are not or arguments
logical order fairly logical in an expected or are not in an
that makes it order that logical order, expected or
easy and makes it destructing the logical order,
interesting to reasonably reader and making destructing the
follow the easy to follow the essay seem a reader and
author’s train of the author’s little confusing. making the
thoughts train of thought essay seem
very confusing
Sentence All sentences Most Most sentences Most

structure are well sentences are are well sentences are
constructed with well constructed , but not well
varied structure. constructed there is no constructed or
and there is variation in varied.
some varied structure.
sentence
structure in the
essay.
Name: _____________________________________ Score: ____________________

Direction: Go to your vegetable garden, list down all the crops presence in the area, and
assume that they already reach their marketable maturity. Now identify what tools are
needed in order to harvest them perfectly, and what materials that they should be
contained with.
NAME OF NEEDED TOOLS IN CONFINEMENT
VEGETABLES HARVESTING MATERIALS
LESSON OBJECTIVE:
Apply post-harvest practices

Learning Outcome 4-1.17: Apply post-harvest practices according to PNS and GAP
recommendations
DIAGNOSTIC TEST
A. Matching Type: Read the description in column A and match it with the terms found
in column B. Just write the letter of your choice in the space provided.
COLUMN A COLUMN B
___1. It largely determines the final quality of the a. Cooling
farm produce before it reaches to its final b. Refrigerated storage
consumers . c. Postharvest treatment
___2. It provides customers with a product that is d. Sorting
attractive and clean with minimal risk of e. Cleaning
microbial contamination.
. ___3. Is to remove product or portions of product
that may detract or pose a risk for shortened
shelf life and/or contamination by a microbial
organism.
___4. Helps to maintain the freshness of the produce
and prolong the shelf life of harvested vegetable crops
___5. Helps extend the shelf life of the product.
B. Enumeration:
1 – 2 : Give at least 2 objectives of post-harvest handling.
3 – 7 : Give at least 5 practices of postharvest handling
8 – 10 : Three (3) good manufacturing practices
POST HARVEST HANDLING
In vegetable production, its process
and caring of crops does not end right after
the harvest of the crops. One contributing
factor of having low income or failure in
production is the mishandling of the
produce from farm to collection area or
storage, packing, and during transportation
for distribution purposes. This factor should
have given priority considering that crops
being harvested, right away, they begin to
deteriorate.
Postharvest treatment largely determines final quality, whether a crop is sold for
fresh consumption, or used as an ingredient in a processed food product.
Goals of Post-Harvest Handling
 Keeping the product cool
 Avoid moisture loss
 Slow down undesirable chemical changes
 Avoiding physical damage such as bruising, to delay spoilage
 Sanitize the produce to reduce presence of pathogens
Post-harvest management practices
 Reduce product loss to spoilage or shrinkage will reduce microbial risks. This
include:
 Cleaning the product – It provide customers with a product that is attractive
and clean with minimal risk of microbial contamination.
 Ideally, washing, rinsing and sanitizing products to reduce potential
microbial contamination. Make sure sanitizers are approved for food
contact.
 The produce is free of any visible soil and other materials using water
with potable quality
 Sorting – To remove product or portions of product that may detract or pose
a risk for shortened shelf life and/or contamination by a microbial organism
 Sort contaminated product, senescing product, insect damaged
product, product with a broken skin, and product that is out of grade
 Packaging
 Packaging materials should be stored to prevent contamination
 Containers must be food grade quality
 Must protect integrity of the product
 Disposable containers should not be re-used.
 Must be free of chemical substances
 Must allow rapid cooling of the contents.
 Quick cooling – Helps to maintain the freshness of the produce and prolong
the shelf life of harvested vegetable crops.
 Wet product can allow rapid bacteria growth if not cooled.
 Proper storage temperature is dependent upon the vegetable
 Critical temperature are : 41o F to minimize bacterial growth, bacterial
growth most rapidly from 70 – 135oF.
 Steps to Aid in Cooling:
- Harvest in the morning when it is cool
- Keep the product out of direct sunlight
- Move the product to the processing facility as soon as possible
- Use water rinses in postharvest handling
- Move product into a cooler as soon as possible after processing
 Procedures to increase the rate of cooling:
- Forced air cooling (within the storage room)
- Hydro cooling
- Icing
- Air precooling
 Good refrigerated storage – Helps extend the shelf life of the product.
 Slow down product respiration rate (lower the temperature)
 Minimize moisture loss (increase humidity in the storage room)
 Reduce risk of microbial growth (Lower temperature to 41 oF)
 Good transportation and distribution
 Ownership of product until transferred
 Take a precautions to minimize risk of microbial contamination during
transit
 Attention to:
 Food contact surfaces
 Time and temperature abuse
 Product integrity – potential or opportunity for unintentional or
intentional contamination
 Other uses of the vehicle
 Also includes good manufacturing practices
 Packing facility sanitation (Building, Equipment, Storage)
 Proper sorting and culling of products
 Maintaining detectable free chlorine in wash waters.
 Enforcing good worker hygiene
 Cleaning and sanitizing equipment
 Excluding all animals from packing house especially insects, birds
and rodents
 Water quality
 Test surface water for quality assurance
 Worker hygiene
 Should follow good hygienic practices
 Trained in proper food handling techniques
 Wear clean outer garments and PPE’s
 Wash hands thoroughly
 All unsecured jewelries and other objects are removed
 Avoid smoking in packing areas
A. Matching Type: Read the description in column A and match it with the terms found
in column B. Just write the letter of your choice in the space provided.
COLUMN A COLUMN B
___1. It largely determines the final quality of the a. Cooling
farm produce before it reaches to its final b. Refrigerated storage
consumers . c. Postharvest treatment
___2. It provides customers with a product that is d. Sorting
attractive and clean with minimal risk of e. Cleaning
microbial contamination.
. ___3. Is to remove product or portions of product
that may detract or pose a risk for shortened
shelf life and/or contamination by a microbial
organism.
___4. Helps to maintain the freshness of the produce
and prolong the shelf life of harvested vegetable crops
___5. Helps extend the shelf life of the product.
B. Enumeration:
1 – 2 : Give at least 2 objectives of post-harvest handling.
3 – 7 : Give at least 5 practices of postharvest handling
8 – 10 : Three (3) good manufacturing practices
LESSON OBJECTIVE:
Accomplish production record

Learning Outcome 4-1.18: Accomplish production record according to farm procedure

DIAGNOSTIC TEST
A. Fill in the Blank: Directions: Read and understand the sentences carefully, and
determine what has been described. Write your answer in the space provided.
__________________1. It involves recording all the events/transactions in the farm
from planting to shipping of produce.
____________________2. It plays a huge role in practicing safe farming, as it is
always important to be able to look back and see the full history of production.
____________________3. It aims to make farm record keeping easier and more reliable
using digital recording, with records often stored in the cloud for easy access from
anywhere.
___________________4. Can be used to compare crop yield from year to year.
___________________5. By recording this information, you can determine what
amendments work for each crop and track the amount of amendment used in future.
B. Explanation: Read and answer briefly the questions below:
1. Why record keeping in farming is important?
2. What would happen if you continuously disregard record keeping in farming?

FARM RECORD KEEPING
Most of our ordinary farmers,
particularly small-scale vegetable growers,
sometimes neglected one of the farm
operation practices like record keeping.
Record keeping in farming involved recording
all the events/transactions which includes
expenses, labor, chemical/pesticide tracking,
harvest and yield records, planting records,
shipping records, and post-harvest activities.
Keeping record in farming activities is crucial when making important business or
planning decisions for your operation. It can also be your basis in determining if you are
losing or gaining at the end of the cropping period. Moreover, it can help the farmer in
pricing their produce based on the expenses it incurred during the production period and
make a greater profit.
In record keeping it doesn’t need to be more complicated, just make it simple and
in good order for easy tracing back of records and ease of analysis. Traceability plays a
huge role in practicing safe farming, as it is always important to be able to look back and
see the full history of product, from planting to shipping.
In general, these are the benefits of keeping farm records:
 Your farm income and expenses can easily be track,
 Can be a necessary docum ent if you want to apply for a loan or grant.
 You can observe trends in weather, pests, production and more over time.
 Important in land-management practices, particularly in determining crop rotation
and pest control.
 You can accurately track soil applications, such as manure, fertilizer and
pesticides,that could be harmful in excess.
 If your farm is hit by a natural disaster, providing documentation on what was
lost could help you acquire relief funds.
 Measure efficiency and progress throughout the year.
 It determines the strengths, weaknesses, and productivity levels around the
farm.
 Can provide insight about best practices in the farm.
Record Keeping Methods:
1. Paper record keeping – common practice in small-scale farming
2. Digital record keeping - to manage the extensive data collection they need.
 using spreadsheets (excel and basic calculation)
 orchard management software
 farm management software
3. Farm management apps - aim to make farm record keeping easier and more
reliable using digital recording, with records often stored in the cloud for easy
access from anywhere. Farm management apps range in complexity, from simple
mobile farm record keeping spreadsheets to fully integrated recording systems
stretching from planting to sale.
Records To Keep In Farming:
Harvest yield records
 This is essential in determining or tracking the income against cost of production.
 Can be used to compare crop yield from year to year
 Help growers make educated decisions regarding crop management in the future
Labor Tracking
 Recording the possible farm workers/laborers with their daily rate, particularly
during planting, fertilizer applications and harvesting can provide the farmers an
instant access to labor force and reference for the next cropping season.
Fertilizers Application Record
 By recording this information, you can determine what amendments work for each
crop and track the amount of amendment used for future purchasing decisions and
organic-certification purposes. It is important on both small and large farm.
Seed Starting Record
 Applicable to seedlings coming from a nursery or under shades that being tested
for their germination rate and can help the farmers indicate how much seed they
need to purchase for future plantings.
 It’s also a good idea record seed sources, but especially important if you’re
pursuing or maintaining organic certification, as you will need to document your
search for organic seeds and planting stock.
Planting Record
 Recording plot location and planting date will help you make future plot-rotation
plans; plus, knowing the bloom or fruit date enables you to plan for harvests in
subsequent years.
 Be sure to take note of plant traits so you can determine what land-management
actions to take, such as adding amendments or implementing pest control. As with
seeds, you’ll need to document sources of organic transplants.
Irrigation
 Watering is important to raise a crop successfully, and it’s possible to both under-
and over-water a plot. The information you log about the amount of water a plot
receives and the method used to irrigate could come into play at a later date.
Pest Management Record
 By keeping these records, whether for a small-scale or large-scale garden, you
can identify the biggest pest threats to your produce and determine which
management techniques are most effective.
Some Sample Templates of Farm Records
Table 1: Production Record: Planting
Name of Farm: __________________________________
Crop Field Rows Land Area Date Notes
Table 2: Production Record: Planting & Harvesting
Farm Name: Harvest
__________________________
Crop Field Planting Land area/ Date/ Date/ Date/
Date # of rows Unit (kg) Unit (kg) Unit (kg)
Table 3: Production Record: Harvesting

Name of Farm: _____________________________
Measuring Unit (kg) Date Harvested Amount
Table 4: Weekly Market Load List and Sales Record

Name of Farm: _________________________________________
Crop or Unit Market Qty. to Qty. Qty. Price/ Income Notes

Product (kgs/ # Date Market Leftover Sold Unit
of
boxes)
Table 5: Operational Expenses for Farm:
Name of Farm: _________________________________
Particulars Amount (P) Service Note
Date Provider/
Brand Name
Table 6: Seasonal List (Availability of locally grown vegetables/crops)

Name of Farm: ___________________________________
Crop Jan Feb Mar Apr May Jun July Aug Sep Oct Nov Dec
Table 7: Mileage Travel for Farm Business

Name of Farmer: _______________________________
Date Mode of From To Total Total
(s) Travel Where Where distance (km) Expenses
A. Fill in the Blank: Directions: Read and understand the sentences carefully, and
determine what has been described. Write your answer in the space provided.
__________________1. It involves recording all the events/transactions in the farm
from planting to shipping of produce.
____________________2. It plays a huge role in practicing safe farming, as it is
always important to be able to look back and see the full history of production.
____________________3. It aims to make farm record keeping easier and more reliable
using digital recording, with records often stored in the cloud for easy access from
anywhere.
____________________4. Can be used to compare crop yield from year to year.
____________________5. By recording this information, you can determine what
amendments work for each crop and track the amount of amendment used in future.
B. Explanation: Read and answer briefly the questions below:
1. Why record keeping in farming is important?
2. What would happen if you continuously disregard record keeping in farming?
Name: _____________________________________ Score: ____________________

Direction: Look for any member of your family/community that are engage into
vegetable/crop productions. Ask them if they do farm recording, if they don’t, find out their
reasons, if they do, what are the details they usually included in their recording process
and how often they perform recording. Make a report in this activity and submit it to your
teacher.
GLOSSARY
Harvesting – the process of gathering or picking of harvestable parts of a plant.

Packaging – technology or process to ensure adequate protection and safe delivery of
a product from the farm to the ultimate consumer.
Perishables – food crops for which value and quality is maintained over a short period
after harvest.
Ripening – the stage of development of a fruit when it becomes soft and edible
Shelf life – period of time during which is still acceptable for its intended purpose
Standard – the set of criteria and specifications of quality determining the grades,
described as product characteristics such as maturity, color, cleanliness, shape, free
from decay and blemished and uniformity in size.
Storage – process of keeping horticultural crops in a structure designed to protect the
stored products from inclement weather and pests for a short or long period of time to
await processing or movement to other location.
Storage life – the longest time the produce can be kept in a sound marketable condition.
TLC – Tender Loving Care
Biological Control – the control of pest by the introduction of a natural enemy or
predator
Chemical Control – is based on substances that are toxic (poisonous) to the pest
involved.
Cultural Control – is using the production or utilization methods of commodity with a
concern for insect management.
Inorganic Fertilizer – also known as commercial fertilizer. Mined from mineral deposits
or manufactured from synthetic compounds.
Insects – any member of the largest class of phylum Arthropoda, which is itself the
largest of the animal phyla.
Integrated Pest Management – is a program of prevention, monitoring, and control
that offers the opportunity to eliminate or drastically reduce the use of pesticides
and minimize the toxicity of and exposure to any products that are used.
Irrigation – the supply of water to land or crops to help growth, typically by means of
channels.
Mechanical Control – is the management and control of pests using physical means
such as fences, barriers, or electronic wires. It includes also weeding and change
of temperature to control pest.
Organic Fertilizer – are fertilizers derived from animal matter, animal excreta, human
excreta, and vegetable matter
Parasites – a living thing (as a flea, worm, or fungus) that lives in or on another living
thing ang gets food and sometimes shelter from it and usually causes harm to it.
Pathogen – a bacterium, virus, or other microorganisms that can cause disease.
Pest – a destructive insect or other animal that attacks crops, food, livestock, etc.
Physical Control – is a method of getting rid of insects and small rodents by killing,
removing, or setting up barriers that will prevent further destruction of one’s plants.
Plant Rejuvenation – is the removal of old, overgrown limbs so that the plant can grow
new, vigorous branches in their place.
Predator – an animal or organisms that usually preys on other.
Water Management – is the control and movement of water resources to minimize
damage to life and property and to maximize efficient beneficial use.
Weeds – is a plant considered undesirable in a particular situation, “a plant in a wrong
place”.
References:
CETDEM organic farming project, Malaysia.

Commercial Vegetable Production Alminda M. Fernandez, Ph.D. University of
Southeastern Philippines Tagum – Mabini Campus
Dofour, R. 2000. Farm scaping to enhance biological control. www.attra.ncat.org
Guerena, M. 2006. Cole Crops and Other Brassicas: Organic Production. ATRRA
Heaton, S. 2001.Organic Farming, Food Quality and Human Health.
http://agritech.thau.ac.in
http://agropedia.iitk.ac.in
http://growing-guides.co.uk
https://en.m.wikipedia.org/wiki/Pest_control
https://learn.eartheasy.com/guides/the-best-organic-fertilizers-to=double-your-
harvest/
https://omicsonline,org
https://www.canolawatch.org
https://www.canr.msu.edu
https://www.finegardening.com/article/5-tips-for-transplanting-vegetable-
seedlings
https://www.gardeningknowhow.com
https://www.google.com/search
https://www.ifoam-eu.org/en/farms-food-environment/water
IFOAM. Training Manual on Organic Agriculture in the Tropics.
Kuepper, G, and M. Dodson. 2001. Companion Planting: Basic Concept and
Resources. www.attra.ncat.org 10p.
Lawn, C. R. and E. R. Kaufman. Organic Seed Crop Production: A New Niche for
New England Farmers . FEDCO Seeds. 8p.
Maghirang R. G. 2004. Improvement of Vegetable Production in Pagadian City.
Unpublished Terminal Report. TAPI-DOST Project.
Maghirang, R. G. 2002. Organic Vegetable Farming. In Local Seed Systems for
Genetic Conservation and Sustainable Agriculture Sourcebook. Fernandez, P. G.,
A. L. Aquino, L. E. P. de Guzman, M. F. O. Mercado (Eds). University of the
Philippines Los Baňos- College of Agriculture, Laguna, Philippines. P 146-153.
Maghirang, R. g. 2009. Organic Fertilizers from Farm Waste Adopted by Farmers
in the Philippines. Development and Adoption of Green Technologies for
Sustainable Agriculture and Enhancement of Rural Entrepreneurship, September
28 - October 02, 2009, Los Baños, Laguna, Philippines
Maghirang, R. G. and G. D. Docuyanan. 2009. Organic Vegetable, Trend in
Breeding and Selection for Our Asia-Pacific Region. Paper presented during the
Organic Asia Conference. Bangkok, Thailand. August 18-21, 2009
Maghirang, R. G., L. D. Taylo, M. L. D. Guevarra, M L. J. Sison, 2009. Bestseller
Vegies for Organic Production in The Philippines. Agrinotes.
Maghirang, R.G., 2014. Organic Vegetable Production , UPLB, Philippines
Mcvickar 1970
OAP CBLM, 2015 - SUNAS, Surallah South Cotabato
Predeep Kumar Vishwakarma and Jyotika R. Bamaniya, Rejuvenation through top
working and recent propagation method
Sangatan and Sangatan (2000)
References:
Amir Taufiq bin Sabuddin, Postharvest Handling Practices on Vegetable Crops at
Different Stages of The Distribution Chain: A Case Study in Selangor, Malaysia June
2017
Anon. 2007.
Bautista, O.K. and Mabesa, R.C. (Eds). 1977. Vegetable Production. University of the
Philippines at Los Baňos
CBLM of Tech-Voc Schools. Practice proper Ways of Harvesting. In: Produce Vegetable
Crops.
Dhatt, A.S. and Mahajan, B.V.C. 2007. Harvesting, Handling and Storage of Horticultural
Crops. Punjab Agricultural University, Ludhiana, India.
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Manual for Grenada, TCP/GRN/2901
Harvesting and Storing Fresh Garden Vegetables by Jo Ann Robbins, Wm. Michael Colt,
and Martha Raidl
http://cms.cnr.edu.bt/cms/postharvest/%3FTTopics_4_. Retrieved March 3, 2014
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dling%2Band... Retrieved March 3, 2014
http://postharvest.ucdavis.edu
http://www.gaps.cornell.edu
http://www.ugaoo.com
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ars/FM%20Boot%20Recordkeeping%20Velandia.pdf
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https://en.m.wikipedia.org/wiki/Knife
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greenhouse-green-tomatoes
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: Agriculture and Fishery

Qualification Title : Organic Agriculture Production NC II

Writers: Julievi B. Fernandez Tessie Jane B. Bolasco

Illustrators: Ethelbert D. Somera John Mark J. Oliveros

Proofreaders: Edgar O. Fernandez

4. Produce organic concoctions Producing organic AGR611302

Qualification Title : Organic Agriculture Production NC II

: PRODUCE ORGANIC VEGETABLES

: PRODUCING ORGANIC VEGETABLES

Proofreaders: Edgar O. Fernandez Charlane Jade A. Alinsub

HOW TO USE THE LEARNING MODULE

1. What are vegetables?

2. What are the classification of vegetables?

3. Why are vegetables important to human?

Philippine National Standards (PNS) Salient Features on Organic Vegetable

Soil management practices

Pest, disease and weed management

Pollution control and contamination management

Diversity in crop production

According to the part consumed, vegetables could be classified as:

Multiple Choice: Choose the best answer

2. Why is nursery important?

3. Describe the diffrent types of nursery.

3. Discuss the different ways of preparing nursery beds.

Name: _____________________________________ Score: ____________________

APPLY KNOWLEDGE ON NURSERY

Guide Questions Your Answer

1. What is the name of the nursery?

2. What type of nursery?

3. What are the best practices did you observed

Content Standard: The learner Performance Standard: The learner

Activity Sheet 2.1.2

Name: _____________________________________ Score: ____________________

2. Why it is important to know the sources of our seeds?

Content Standard: The learner Performance Standard: The learner

PART 2 – Creating a fine soil

2. Amend you soil. Add

4. Transport enough soil to fill 8 -12 inches of soil

6. Cover the soil with

Part 3 Planting Seedbeds

Name: _____________________________________ Score: ____________________

Content Standard: The learner Performance Standard: The learner

Answer the following questions

Name: _____________________________________ Score: ____________________

Direction: Make a schedule of activities with regards to Care and Maintenance of

Content Standard: The learner Performance Standard: The learner

1. What are the activities conducted during land preparation?

2. Explain the importance of land preparation

General Organic Practices for Land Preparation

2. Explain the importance of land preparation

Name: _____________________________________ Score: ____________________

Content Standard: The learner Performance Standard: The learner

Answer the following questions

Microorganisms for Agricultural use

Glucanobacter diazotrophicus: Glucanobacter is nitrogen fixing bio inoculants

Acetobacter xylinum: Acetobacter is a genus of acetic acid bacteria. Acetic acid

E. Plant growth promoting rhizobacteria (PGPR):-

Auxins • Apical dominance

Abscisic acid • Seed development

1. Why it is important to identify different beneficial micro-organisms?

Name: _____________________________________ Score: ____________________

Content Standard: The learner Performance Standard: The learner

Learning Outcome 2-1.6: transplant vegetable seedlings based on VPM

Name: _________________ Score:

Name: _________________ Score:

Name: _________________ Score:

Name: _________________ Score:

Name: _________________ Score:

Name: _________________ Score:

Name: _________________ Score:

Name: _________________ Score:

Name: _________________ Score:

Name: _________________ Score:

Name: _________________ Score:

Name: _________________ Score: