Produce Organic Vegetables 2013

COMPETENCY BASED LEARNING MATERIAL
Sector: AGRI-FISHERIES
Qualification: ORGANIC AGRICULTURE PRODUCTION NC II
Unit of Competency: PRODUCE ORGANIC VEGETABLES
Module Title: PRODUCING ORGANIC VEGETABLES
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

PROVINCIAL TRAINING CENTER
Bayombong, Nueva Vizcaya
HOW TO USE THIS COMPETENCY-BASED LEARNING MODULE
Welcome to the Module Produce Organic Vegetables. This module

contains training materials and activities for you to complete.
The unit of competency Producing Organic Vegetables is one of the

Core Competencies which contains the knowledge, skills and attitudes
required for all the programs offered by all TESDA-Institutes in Region 02.
You are required to go through a series of learning activities in order to

complete each learning outcome of the module. In each learning outcome there
are Information Sheets, Resource Sheets and Reference Materials for further
reading to help you better understand the required activities. Follow these
activities on your own and answer the self-check at the end of each learning
outcome. Get the answer key from your trainer and check your work honestly.
If you have questions, please don’t hesitate to ask him/her for assistance.
Recognition of Prior Learning (RPL)
You may already have some or most of the knowledge and skills covered in
this module because you have:
 Been working in the same industry for some time.
 Already completed training in this area.
If you can demonstrate to your trainer that you are competent in a

particular skill or skills, talk to him/her about having them formally
recognized so you won’t have to do the same training again. If you have
qualifications or Certificates of Competency from previous trainings, show
them to your trainer. If the skills you acquired are still relevant to this module,
they may become part of the evidence you can present for RPL.
A Trainee Record Book (TRB) is given to you to record important dates, jobs
undertaken and other workplace events that will assist you in providing
further details to your trainer/assessor. A Record of Achievement/Progress
Chart is also provided to your trainer to complete/accomplish once you have
completed the module. This will show your own progress.
Date Developed: Document No.
June 2021 Issued by:
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Agriculture
Developed by: PTC-Nueva
Production NC II
Gary Zaldy Vizcaya
Eugenio
DIRECTION FOR USE OF THE CBLM
This module was prepared to help you achieve the required competency:
PRODUCE ORGANIC VEGETABLES. This will be the source of information for
you to acquire the knowledge and skills in this particular module with
minimum supervision or help from your trainer. With the aid of this material,
you will acquire the competency independently and at your own pace.
Talk to your trainer and agree on how you will both organize the training
of this unit. Read through the module carefully. It is divided into sections
which covers all the skills and knowledge you need to successfully complete in
this module.
Work through all the information sheets and complete the activities in
each section. Do what is asked in the INSTRUCTIONAL SHEETS and complete
the SELF-CHECK. Suggested references are included to supplement the
materials provided in this module.
Most probably, your trainer will also be your supervisor or manager.
He/she is there to support you and show you the correct way to do things. Ask
for help.
Your trainer will tell you about the important things you need to consider
when you are completing activities and it is important that you listen and take
notes.
Talk to more experienced workmates and ask for their guidance.
Use the self-check questions at the end of each section to test your own
progress.
When you are ready, ask your trainer to watch you perform the activities
outlined in the module.
As you work through the activities, ask for written feedback on your
progress. Your trainer gives feedback/pre-assessment reports for this reason.
When you have successfully completed each element or learning outcome, ask
your trainer to mark on the reports that you are ready for assessment.
When you have completed this module and feel confident that you have
had sufficient practice, your trainer will schedule you for the institutional
assessment. The result of your assessment/evaluation will be recorded in your
COMPETENCY ACHIEVEMENT RECORD.

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Production NC II
Gary Zaldy Vizcaya
Eugenio
(ORGANIC AGRICULTURE PRODUCTION NC II)
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. Unit of Competency Module Title Code
AGR612301
1. Raise Organic Chicken Raising Organic Chicken
Produce Organic Producing Organic AGR611306

2.
Vegetables Vegetables
Produce Organic Producing Organic AGR611301

3.
Fertilizer Fertilizer
Produce Organic Producing Organic

AGR611302
4. Concoctions and Concoctions and
extracts extracts

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Agriculture
Production NC II
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Eugenio
MODULE CONTENT
UNIT OF COMPETENCY: PRODUCE ORGANIC VEGETABLES
MODULE TITLE: PRODUCING ORGANIC VEGETABLES
MODULE DESCRIPTOR: This module covers the knowledge, skills and

attitude required to establish nursery, plant
seedlings, perform plant care and perform
harvest and postharvest.
NOMINAL DURATION: 21 Hours
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Establish nursery
2. Plant seedlings
3. Perform plant care and management
4. Perform harvest and post-harvest activities
ASSESSMENT CRITERIA:

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1. Seedbeds are prepared in accordance with planting requirements based
on Vegetable Production manual (VPM).
2. Care and maintenance of seedlings are done in accordance with
enterprise practice.
3. Potting media are prepared in accordance with enterprise procedure.
4. Land preparation is carried out in accordance with enterprise practice
5. Beneficial micro-organisms are introduced prior to planting in
accordance with enterprise procedure
6. Seedlings are transplanted/planted based on VPM recommendations
7. Seedlings are watered based on VPM recommendations
8. Implemented water management plan
9. Effective control measures were determined on specific pests and
diseases as prescribed under the “pest, disease and weed management”
of the PNS.
10. All missing hills were re-planted to maintain the desired plant
population of the area
11. Organic fertilizers were applied in accordance with fertilization policy of
the PNS
12. Products are checked using maturity indices according to PNS, PNS -
organic agriculture and enterprise practice.
13. Marketable products are harvested according to PNS, PNS-organic
agriculture and enterprise practice.
14. Harvested vegetables are classified according to PNS, PNS-organic
15. Appropriate harvesting tools and materials are used in accordance with
PNS.
16. Postharvest practices were applied according to PNS and GAP
recommendations.
17. Production record was accomplished.

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Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
PRODUCE ORGANIC VEGETABLES
LEARNING OUTCOME NO. 1
ESTABLISH NURSERY
Contents:
1. Seed Selection
2. Seedling tray Preparation Procedure
3. Nursery Management
4. Germination techniques
5. Organic method of nutrient, pests and disease management
Assessment Criteria
1. Seeds are selected in accordance with the PNS, and NSQCS/BPI

2. Seedbed is prepared in accordance with planting requirements based on
Vegetable Production manual (VPM)
3. Care and maintenance of seedlings are carried out in accordance with
enterprise practice
Conditions
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The trainees/students must be provided with the following:
1. bolo
2. assorted vegetable seeds
3. broomstick
4. seed boxes
5. clean cloth
6. organic fertilizers
7. sprinkler
8. base materials for growing media
9. trowel
10. Seedling tray
11. Seedling bags
12. Shovel
13. First aid kit
Training Materials:
1. Vegetable Production Manual
2. Handouts/fliers
3. Video presentation
4. PPEs
Training Equipment
1. LCD/computer
2. printer
Assessment Methods:
1. Written exam
2. Demonstration
3. Oral Questioning

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Production NC II
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Eugenio
COMPETENCY SUMMARY
QUALIFICATION ORGANIC AGRICULTURE

PRODUCTION NC II
UNIT OF COMPETENCY PRODUCE ORGANIC VEGETABLES
MODULE TITLE PRODUCING ORGANIC

VEGETABLES
Introduction:
This unit covers the knowledge, skills and attitude required to establish
nursery, plant seedlings, perform plant care and perform harvest and post-
harvest.
Learning outcome:
1. Establish nursery

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Eugenio
2. Plant seedlings
3. Perform plant care and management
4. Perform harvest and post-harvest activities
Assessment Criteria:
1. Seeds are selected in accordance with the PNS, and NSQCS/BPI
2. Seedbed is prepared in accordance with planting requirements based
on Vegetable Production manual (VPM)
3. Care and maintenance of seedlings are carried out in accordance with
enterprise practice

LEARNING OUTCOME NO. 1
ESTABLISH NURSERY
LEARNING EXPERIENCES
Learning Activities Special Instructions
1. Read Information Sheet 2.1-1  If you did not understand
on Seed Selection what you read from the
information sheet, ask your
trainer to conduct mentoring
or active lecture.
 Listen and participate in
active lecture.
 Answer again the self-check to
validate if you understood the
active lecture.
2. Answer Self-Check 2.1-1 on  Compare your answer to the
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Seed Selection Answer Key.
on Seedling tray preparation what you read from the
procedure information sheet, ask your
or active lecture.
active lecture.
active lecture.
Seedling tray preparation Answer Key.
procedure
on Nursery Management what you read from the
or active lecture.
active lecture.
active lecture.
Nursery Management Answer Key.
on Germination techniques what you read from the
or active lecture.
active lecture.
active lecture.
Germination techniques Answer Key.
on Organic method of what you read from the
nutrient, pests and disease information sheet, ask your
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management trainer to conduct mentoring
or active lecture.
active lecture.
active lecture.
10. Answer Self-Check 2.1-  Compare your answer to the
5 on Organic method of Answer Key.
nutrient, pests and disease
management
Information Sheet 2.1-1

Seed Selection
Learning Objectives: After reading this INFORMATION SHEET, YOU MUST be

able to:
1. Identify seeds for organic vegetable production
2. Apply these techniques on organic vegetable production
Introduction
Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
According to the PNS-OA, seed selection is quite strict. In this module, it
will discuss proper selection of seeds and breeds in accordance to the
Philippine National Standards
Seed Selection
Based on the Philippine National Standards, the provisions are as follows:
5.1.1 Seeds and planting materials shall be of high quality and certified
organic, when available.
5.1.2 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.
5.1.3 Seeds and planting materials derived from tissue culture may be used
for the production of organic, disease-free planting materials.
5.1.4 Materials allowed for the treatment of seeds include the substances
listed in Annex A.
5.1.5 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.
5.1.6 The use of genetically modified seeds, transgenic plants or planting

materials is not allowed.

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Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
5.1.7 Plant varieties should be bred to retain natural reproduction methods.
The PNS states that seeds and plant materials shall be from certified organic
production, when available, However, organic seed production is at its infancy
in the Philippines. To date, we do not have yet an established organic seed
production industry, though there are current on-going research for the
breeding and production of seeds suitable for organic agriculture.
Thus, conventionally grown seeds and planting materials may be used provided
that these have not been treated with pesticides prohibited by the PNS. If in
case such untreated seeds and planting materials still are not available,
chemically treated seeds and planting materials still are not available,
chemically treated seeds and plant materials may be used. The certification
body shall establish time limits and conditions for exemptions for acceptable
use of any chemically-treated seeds and planting materials.
Self- Check 2.1-1
Essay: Discuss the following:

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Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
1. What are the parameter of the PNS on seed selection?
2. What can be done if certified organic seeds are not available?
ANSWER KEY 2.1-1

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
1.
A. Seeds and planting materials shall be of high quality and certified
organic, when available.
B. 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.
C. Seeds and planting materials derived from tissue culture may be used
for the production of organic, disease-free planting materials.
D. Materials allowed for the treatment of seeds include the substances

listed in Annex A.
E. 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.
F. The use of genetically modified seeds, transgenic plants or planting

materials is not allowed.
G. Plant varieties should be bred to retain natural reproduction methods.

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Agriculture
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Eugenio
2.
When certified seeds are not available, it is allowed to purchase hybrid treated
seeds, given that they have not been treated with prohibited substances and
are not GMOs.

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
Seedling tray preparation Procedure
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Know the procedures of Seedling preparation
Introduction
Seed sowing activity is one of the most critical period in growing

vegetables. In this module, it will discuss the step-by-step procedure on how to
prepare a seedling tray
Characteristics of a good potting medium
1. Should be porous to provide good air circulation and root development

2. Rich in plant nutrients
3. Pathogen free
4. Has good water holding capacity, and
5. Should have lots of microbial activity to keep plants healthy, robust and
thus, higher resistance from pests and diseases

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
Seedling tray preparation Procedure
1. Mix all solid ingredients together
Vermicast/Vermicompost = 1 sack
Carbonized rice hull = 1 sack
Top Soil = 1 sack
2. Mix concoctions with water

Mix 20ml each of IMO, LABS, FPJ into 1 Liter water
3. MIX ALL THE INGREDIENTS WELL

30-40% moisture content
4. Fill the seedling tray with potting mix
5. Punch holes into the tray using an empty tray

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Agriculture
Production NC II
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Eugenio
6. Sow seeds
1 seed per hole
7. Water again using the diluted concoctions

Do not put too much water
8. Apply Markings
Put in the variety, date of sowing, date of transplant and name of the
person who sown the seeds

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
Self- Check 2.1-2
Essay: Discuss the following:
1. Discuss the step-by-step procedure on the seed sowing

activities
ANSWER KEY 2.1-2
1. Mix all solid ingredients together

Vermicast/Vermicompost = 1 sack
Carbonized rice hull = 1 sack
Top Soil = 1 sack
2. Mix concoctions with water
Mix 20ml each of IMO, LABS, FPJ into 1 Liter water
Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
3. MIX ALL THE INGREDIENTS WELL
30-40% moisture content
4. Fill the seedling tray with potting mix
5. Punch holes into the tray using an empty tray
6. Sow seeds -1 seed per hole
7. Water again using the diluted concoctions
Do not put too much water
8. Apply Markings
Put in the variety, date of sowing, date of transplant and name of the person
who sown the seeds

Nursery Management

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Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
1. Identify proper nursery management techniques
2. Apply proper management in the nursery
Introduction
One of the greatest investments in a farm would be a nursery. This is where
seedlings are cared for before they are ready to be transplanted out in the
field. In this module, we will discuss the necessary management techniques
in a nursery.
Nursery Management
Nursery is a place where plants are grown, nurtured and sold out.
Generally, various commercial crop growers require a good quality saplings or
grafts of genuine type.
Types of Nurseries:
1. Temporary - This type of nursery is developed only to fulfill the
requirement of the season or a targeted project. The nurseries for
production of seedlings of transplanted vegetables and flower crops are
of temporary in nature. Like wise temporary arrangement for growing
forest seedlings for planting in particular area can also be done in
temporary nursery.
2. Permanent - This type of the nursery is placed permanently so as to
produce plants continuously. These nurseries have all the permanent
features. The permanent nursery has permanent mother plants. The
work goes on continuously all the year round in this nursery.
According to type of plants produced nurseries are classified in to
following types: 1) Fruit plant Nurseries: - In this nursery seedlings and
grafts of fruit crops are developed. 2) Vegetable nurseries: - In this
nursery seedlings of cauliflower, cabbage, eggplant and tomato are
prepared.
3. Flowers plant - The seedlings of flowering plants like gerbera,
carnation, petunia, salvia, rose, chrysanthemum, coleus, aster,
dianthus are developed in this nurseries.
4. Forest - The seedlings of plants useful for forestation like pine, oak,

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teak, eucalyptus, casuarinas are prepared and sold.
5. Miscellaneous - In such type of nurseries plants with great economic
value, rare and medicinal, herbal plants are propagated. In this
nursery plants like geranium, rose, calendula, and marigold are
propagated.
Characteristics of an Organic Nursery

 Clean, free from contaminants and establish buffer zone, if necessary
 Put up shade/screen or transparent plastic to protect form heavy
rains/entry point of insect pest
 Availability of clean and unchlorinated water
 Availability of concoctions
 Provide clean garden tools
 Secured area from stray animals
 Strictly maintain proper record keeping
Management of Nursery
Nursery plants require due care and attention after having either emerged
from the seeds or have been raised from other sources like rootstock or
through tissue culture technique. Generally, they are grown in the open field
under the protection of mother nature where, they should be able to face the
local environment. It is the duty & main objective of a commercial nursery
grower to supply the nursery plants with suitable conditions necessary for
their development & growth. This is the major work of management in the
nursery which includes all such operations right from the emergence of
young plantlet till they are fully grown-up or are ready for uprooting &
transplanting in the main fields.
1) Potting the seedling: -

Before planting of sapling in the pots, the pots should be filled up with proper
potting mixture. Now a days different size of earthen pots or plastic
containers are used for propagation. For filling of pots loamy soil, sand and
compost can be used in 1:1:1 proportion. Sprouted cuttings, bulbs, corms or
polythene bag grown plants can be transferred in earthen pots for further
growth. All the necessary precautions are taken before filling the pots and
planting of sapling in it.
2) Manuring & Irrigation: -
Generally sufficient quantity of nutrients is not available in the soil used for
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Eugenio
seedbed. Hence, well rotten F.Y.M / compost and leaf mould is added to soil.
Rooted cuttings, layers or grafted plants till they are transferred to the
permanent location, require fertilizers. Addition of fertilizers will give healthy
& vigorous plants with good root & shoot system. It is recommended that
each nursery bed of 10 X 10m area should be given 300 gm of ammonium
sulphate, 500 gm of Single super phosphate and 100 gm of Muriate of
potash. Irrigation either in the nursery beds or watering the pots is an
important operation. For potted plants hand watering is done & for beds low
pressure irrigation by hose pipe is usually given. Heavy irrigation should be
avoided.
3) Plant protection measures: -
Adoption of plant protection measures, well in advance and in a planned
manner is necessary for the efficient raising of nursery plants. For better
protection from pest and diseases regular observation is essential. Disease
control in seedbed:- The major disease of nursery stage plant is “damping
off”. For its control good sanitation conditions are necessary. Preventive
measures like treatment with 50% ethyl alcohol, 0.2% calcium hypo chloride
and 0.01% mercury chloride is done. These treatments are given for 5 to 30
minutes. Some of the seed treatment are as follows: i) Disinfection – The
infection within the seed is eliminated by use of formaldehyde, hot water or
mercuric chloride. ii) Hot water treatment – Dry seeds are placed in hot water
having a temperature of 480C – 550C for 10-30 minutes. iii) Protection – In
dry seed treatment organo mercuric and non-mercuric compounds like
agallal, aretan –6, and tafasan-6. For this the seeds are shaken within the
seed container. While in wet method, the seeds are immersed for certain
period in liquid suspension. iv) Soil treatment – Soil contains harmful fungi,
bacteria, nematodes and even weeds seeds, which affect the growth and
further development of plant. These can be eliminated by heat, chemical
treatment. For that soil is disinfected by heating to the temperature of about
600C for 30 minutes. v) Chemical treatment – the chemicals like
formaldehyde, methyl bromide, chloropicrin, vapam are used. Other diseases
like rust, powdery mildew, leaf spot, bacterial blight, yellow vein mosaic are
also observed. For control of these diseases Bordeaux mixture,
Carbendazime, Redomil can be used. Tricoderma viridi a bio-fungicide can
also be tried out.
4) Weed control: -
Weeds compete with plants for food, space and other essentials. So timely
control of weeds is necessary. For weed control weeding, use of cover crops,
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mulching, use of chemicals (weedicides) are practiced. Pre-emergence
weedicides like Basaline or post-emergence weedicide like 2; 4-D and
Roundup are useful.
5) Measures against heat and cold: -
The younger seedling is susceptible to strong sun and low temperature. For
protection from strong sun, shading with the help of timber framework of 1
meter height may be used. Net house and green house structures can also be
used.
6) Packing of nursery plants –
Packing is the method or way in which the young plants are tied or kept
together till they are transplanted. So they have to be packed in such a way
that they do not lose their turgidity and are able to establish themselves on
the new site. At the same time, good packing ensures their success on
transplanting. For packing baskets, wooden boxes, plastic bags are used. In
some parts of the country banana leaves are also used for packing the plants
with their earth ball. This is useful for local transportation.
7) Sale management –
In general the main demand for nursery plants is during rainy season. A
proper strategy should be followed for sale of nursery plants. For that
advertisement in local daily newspapers, posters, hand bills, catalogue and
appointment of commission agents can be followed.

Organic
Agriculture
Production NC II
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Eugenio
Self- Check 2.1-3
Multiple Choice: Choose the letter of the best answer. Write the letter of your
choice on your answer sheet.
1. A place where plants are grown, nurtured and sold out.

A. Green house
B. Nursery
C. Shed
D. Pen
2. A type of nursery that is developed only to fulfill the requirement

of the season or a targeted project.
A. Temporary
B. Permanent
C. Flowers plant
D. Forest
3. A type of nursery that accommodates flowering plants

A. Temporary
B. Permanent
C. Flowers plant
D. Forest
4. A type of nursery that accommodates vegetables and fruit plants

A. Temporary
B. Permanent
C. Flowers plant
D. Forest

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Eugenio
5. All are characteristics of an organic nursery except:
A. Availability of concoctions
B. Clean garden tools
C. Maintain proper record keeping
D. Contaminated water supply

ANSWER KEY 2.1-3
1. B
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2. A
3. C
4. B
5. D

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Germination Techniques
1. Identify different kinds of germination techniques
Introduction
There is more than one seed germination technique and it will be discussed
in this module. Germination is important to establish to know if the seeds
that we sow are any good.
Germination
is the process by which an organism grows from a seed or similar structure.
The most common example of germination is the sprouting of a seedling from
a seed of an angiosperm or gymnosperm. In addition, the growth of
a sporeling from a spore, such as the spores of hyphae from fungal spores, is
also germination. Thus, in a general sense, germination can be thought of as
anything expanding into greater being from a small existence or germ.
Germination is usually the growth of a plant contained within a seed; it

results in the formation of the seedling, it is also the process of reactivation of
metabolic machinery of the seed resulting in the emergence of radicle and
plumule. The seed of a vascular plant is a small package produced in
a fruit or cone after the union of male and female reproductive cells. All fully
developed seeds contain an embryo and, in most plant species some store of
food reserves, wrapped in a seed coat. Some plants produce varying numbers
of seeds that lack embryos; these are called empty seeds[1] and never
germinate. Dormant seeds are ripe seeds that do not germinate because they
are subject to external environmental conditions that prevent the initiation of
metabolic processes and cell growth. Under proper conditions, the seed
begins to germinate and the embryonic tissues resume growth, developing
towards a seedling.
Seed germination depends on both internal and external conditions. The
most important external factors include

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right temperature, water, oxygen or air and
sometimes light or darkness. Various plants require different variables for
successful seed germination. Often this depends on the individual seed
variety and is closely linked to the ecological conditions of a plant's natural
habitat. For some seeds, their future germination response is affected by
environmental conditions during seed formation; most often these responses
are types of seed dormancy.
Factors affecting seed germination
 Water is required for germination. Mature seeds are often extremely dry
and need to take in significant amounts of water, relative to the dry weight
of the seed, before cellular metabolism and growth can resume. Most
seeds need enough water to moisten the seeds but not enough to soak
them. The uptake of water by seeds is called imbibition, which leads to
the swelling and the breaking of the seed coat. When seeds are formed,
most plants store a food reserve with the seed, such as starch, proteins,
or oils. This food reserve provides nourishment to the growing embryo.
When the seed imbibes water, hydrolytic enzymes are activated which
break down these stored food resources into metabolically
useful chemicals.[2] After the seedling emerges from the seed coat and
starts growing roots and leaves, the seedling's food reserves are typically
exhausted; at this point photosynthesis provides the energy needed for
continued growth and the seedling now requires a continuous supply of
water, nutrients, and light.
 Oxygen is required by the germinating seed for metabolism. Oxygen is
used in aerobic respiration, the main source of the seedling's energy until
it grows leaves. Oxygen is an atmospheric gas that is found in soil pore
spaces; if a seed is buried too deeply within the soil or the soil is
waterlogged, the seed can be oxygen starved. Some seeds have
impermeable seed coats that prevent oxygen from entering the seed,
causing a type of physical dormancy which is broken when the seed coat
is worn away enough to allow gas exchange and water uptake from the
environment.
 Temperature affects cellular metabolic and growth rates. Seeds from
different species and even seeds from the same plant germinate over a
wide range of temperatures. Seeds often have a temperature range within
which they will germinate, and they will not do so above or below this
range. Many seeds germinate at temperatures slightly above 60-75 F (16-
24 C) [room-temperature if you live in a centrally heated house], while
others germinate just above freezing and others germinate only in
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Eugenio
response to alternations in temperature between warm and cool. Some
seeds germinate when the soil is cool 28-40 F (-2 - 4 C), and some when
the soil is warm 76-90 F (24-32 C). Some seeds require exposure to cold
temperatures (vernalization) to break dormancy. Some seeds in a dormant
state will not germinate even if conditions are favorable. Seeds that are
dependent on temperature to end dormancy have a type of physiological
dormancy. For example, seeds requiring the cold of winter are inhibited
from germinating until they take in water in the fall and experience cooler
temperatures. Cold stratification is a process that induces the dormancy
breaking prior to light emission that promotes germination . [4] Four
degrees Celsius is cool enough to end dormancy for most cool dormant
seeds, but some groups, especially within the family Ranunculaceae and
others, need conditions cooler than -5 C. Some seeds will only germinate
after hot temperatures during a forest fire which cracks their seed coats;
this is a type of physical dormancy.
Most common annual vegetables have optimal germination temperatures
between 75-90 F (24-32 C), though many species (e.g. radishes or spinach)
can germinate at significantly lower temperatures, as low as 40 F (4 C), thus
allowing them to be grown from seeds in cooler climates. Suboptimal
temperatures lead to lower success rates and longer germination periods.
 Light or darkness can be an environmental trigger for germination and is

a type of physiological dormancy. Most seeds are not affected by light or
darkness, but many seeds, including species found in forest settings, will
not germinate until an opening in the canopy allows sufficient light for
growth of the seedling.
Scarification mimics natural processes that weaken the seed coat before
germination. In nature, some seeds require particular conditions to
germinate, such as the heat of a fire (e.g., many Australian native plants), or
soaking in a body of water for a long period of time. Others need to be passed
through an animal's digestive tract to weaken the seed coat enough to allow
the seedling to emerge.
Methods of Germination
1. Paper towel seed Germination Method

The paper towel method is very simple. All your need is a square of paper
towel, water, and a plastic ziplock bag or cling wrap (and of course, seeds).
1. Rip off a square of decent quality paper towel (something that can hold

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its shape when moist and not fall apart).
2. Wet the paper towel and then squeeze it so it's not dripping but moist.
3. Place your seeds on the paper towel and fold it l over.
4. Put folded paper towel in ziplock bag or cover in cling wrap.
5. Place on sunny window sill.
6. Check progress in 3 – 5 days.
Note: It's best to plant the seeds earlier than later, otherwise they become
quite embedded into the paper towel and can become tricky to dislodge.
2. Rock Wool Seed Germination Method

Rockwool is often used for house insulation to reduce noise and prevent
mold. Visit your local nursery or hydroponics store and pick up some small
rockwool cubes, either with holes or without.
1. Soak the rockwool in water for a few hours, longer if desired.
2. Make a hole with a toothpick or knife.
3. Drop the seed into the hole and push it down to the bottom.
4. Place the rockwool on your window ledge and play the waiting game.
This method works great for hydroponics system where you can use the
rockwool throughout the process. Otherwise, separating the young plant from
the rockwool can be tough.
Safety note: It's best not to breathe in the fumes from rockwool. It is safe
once it has been soaked in water for a little while.
3. Regular Seed Germination Method
This is the regular method, and it involves simply mixing some high quality
potting mix with compost. You may think this method is totally hopeless, but
I’ve had lots of success with it by following the specific needs of the seeds.
Make sure you read the seed pack to check if soil needs to stay moist or if
watering is only required after the seedling pops out.
I’ve had success growing mint form seed using this method, and if anyone
has tried to germinate mint seeds before you’ll know it can be very tricky and
you need to have the patience of a saint.
1. Mix together 2/3 quality potting soil with 1/3 compost.
2. Add the seeds on the top then cover with a light layer of soil.
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3. Gently pat down the soil so the seeds don’t move around.
4. Water occasionally if required.
5. Wait until seedling bursts out; this can take quite some time. It took 2-3
weeks for my mint plant to show up.
Self- Check 2.1-4
1. The process by which an organism grows from a seed or similar

structure
A. Sowing
B. Transplanting
C. Germination
D. Production
2. The following are the most important external factors in seed

germination except
A. Temperature
B. Oxygen
C. Air
D. Moisture

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3. A factor in seed germination that is responsible for keeping the
seeds moist.
A. Water
B. Oxygen
C. Temperature
D. Light or Darkness
4. A factor in seed germination that affect the cellular metabolic

growth rates
A. Water
B. Oxygen
C. Temperature
5. A factor in seed germination that is required by the seed for

metabolism
A. Water
B. Oxygen
C. Temperature

Organic
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Eugenio
ANSWER KEY 2.1-4
1. C
2. D
3. A
4. C
5. B

Organic
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Eugenio
Organic Method of Nutrient, pests and disease management
1. Identify different methods of nutrient, pest and disease management
Introduction
There is more than one seed germination technique and it will be discussed
in this module. Germination is important to establish to know if the seeds
that we sow are any good.
Organic Method of Nutrient, pests and disease management

Seedling Medium Ingredients
1. Sphagnum peat is a very stable organic material that holds water and
air well, does not decompose quickly and drains freely. It is very acidic,
pH around 4.0, and yellow to light brown in color. Sphagnum peat is
the least decomposed of the general categories of peat. Sphagnum peat
moss has for a long time been the main base material in Soilless
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potting mixes for seed raising.
2. Coconut coir is an excellent substitute for sphagnum peat as the base
potting mix ingredients in Soilless potting mixes. it is a renewable
organic resource that lasts longer than sphagnum peat before breaking
down. It is used to add bulk and aeration to potting mixes, can hold a
large amount of water. Because of its bulk and texture, once saturated
the excess water is able to drain freely from the potting mixture.
Roll-over image to enlarge Coconut coir is purchased in compressed
blocks that only need water added to rehydrate it for use in potting
mixes.
3. Compost - While there is nothing better for a vegetable garden than
well made compost, it can cause problems in a potting mix designed for
growing vegetable seedlings. Most importantly, compost used in potting
mixes should have gone through a hot compost process to ensure all
weed seeds and plant pathogens have been eliminated.
4. Composted Forest Products - As a potting mix ingredients there is
little difference between composted forest products and composted pine
bark, mostly it is used as a cheap replacement for the peat component
whose purpose is to provide drainage and air spaces within a potting
mix. In the right place, some specialized potting mixes and potting
mixes for older potted plants, these products may well be an acceptable
substitute. However they are a poor addition to a potting mix that is
going to be used for raising seeds and young vegetable seedlings.
5. Seedling fertilizer - When the nutrients provided by the seed have
been exhausted, which is about the time a young seedlings first true
leave appear, they require small amounts of fertilizer to ensure good
strong healthy seedlings. is especially true if you're using a soilless
seed starting mix.
6. Perlite - Perlite is the snowy white granular particles that look like
small pieces of Styrofoam you will see in many potting mediums.
7. Potting Sand - Sand doesn't hold water well and too much can hinder
drainage. Clean, washed sand has a near neutral pH with no nutrient
value for plants; it is usually added as potting mix ingredients simply
because it is a cheap filler. In seed starting and potting on mixes for
growing vegetable seedlings it is neither needed nor recommended.
Away from vegetable seed raising mixes sand can help in potting mixes
for older, taller potted plants giving them some ballast to prevent them
from toppling over, it should be used sparingly and ensure it is clean
sharp sand. Sharp sand refers to sand that has a course and gritty
texture. In most cases this type of sand is made from ground quartz
rocks. It is best to avoid plaster and fine sands for use in potting mixes
because these will create a dense mix with poor structure and
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drainage.
8. Soil - Although soil is sometimes incorporated in both commercial and
homemade potting mixes it is considered by many as an unsuitable
potting mix ingredients to use in a potting, container or seed raising
medium. Soil or garden loam comes with a range of problems, as well
as containing bacteria, organisms and spores that cause diseases, soil
can harbor a huge range of insects and weed seeds. Even when the soil
is sterilized to eliminate these problems, it is inherently dense causing
a lack of porosity and the ability for good drainage. In a contained
environment soil begins to compact after being watered several times,
causing lack of aeration of the soil. This is especially hard on young
seedlings trying to get established because, without air, roots will
suffocate and rot. Starting with a disease and problem free growing
medium is the most important first step when growing in containers,
pots or raising seeds and seedlings. It can be the difference between
your plants thriving or just surviving.
9. Lime fertilizer - Most vegetables thrive when the soil has a pH in the
range of somewhere between 6.0 - 7.0 It is in this range that the soil
provide the broadest availability of nutrients. Agricultural, or garden
lime acts as a neutralizing agent for acidic soils and is why it is
commonly added to soilless potting mixes like sphagnum peat. While it
is not needed in seed germination mixes any potting on mix using
sphagnum peat or similarly acidic base material should contain lime at
the rate of 1/2 tablespoon for every gallon (1 US gal-dry is equal to
4.40 liters) of sphagnum peat used.
10. Vermiculite - Vermiculite is used as potting mix ingredients in a
similar way as perlite, but with the advantage of having some nutrient
content. However it is not as hard as perlite and if handled too roughly
it will compact and lose its ability to hold both water and air.
Vermiculite provides a good environment for seed germination. It
doesn’t form a crust and allows the young seedling to freely emerge it
can be used either within a potting mix or for covering seeds after
sowing
11. Wetting agents are a common ingredient in many commercial
potting mixes. They are polymers added to the soil to retain and
regulate moisture within a potting mix. Most wetting agents are not
approved by organic certifying agencies, however a natural derivative of
the yucca plant has been found to aid in the uniformity of water
absorption in soils and is being added to some potting mixes. While
some products from this source are "OMRI listed" not all products
containing yucca extract are.

Organic
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Eugenio
Pest Management in the Nursery
Pest management is recognizing and reducing insect, disease, weed, and
animal problems to an economically acceptable level. Pest management in a
nursery, as in any crop situation, is an important component in obtaining a
quality marketable product. Cultural, biological, and chemical controls
should all be used in pest management. Pesticides must be used carefully in
accordance with label instructions. An Integrated Pest Management (IPM)
program promotes a responsible use of pesticides in combination with
nonchemical controls and results in economical, long-term results.
Identification
In order to put any control program into practice, it is most important to
properly identify the pest or pests targeted. Control options cannot be
determined without this knowledge. Several texts on insect, disease, and
weed identification are available and some have been referenced in this
document (Appendix A).
Monitoring
Regular monitoring of the crop to determine pest populations will determine
what pests are present and at what population levels as well as the
population levels of the beneficial organisms. Monitoring the nursery may
consist of setting out traps or checking 'hot spots', or areas more prone to the
pest, and performing counts or assessing damage. Weather monitoring may
be important for pests which thrive under certain climatic conditions.
Monitoring is necessary to determine a control decision as well as to evaluate
how effective the controls are.
Thresholds
Control guidelines, or thresholds, will determine when control methods need
to be applied to prevent economic losses. The threshold is the amount of
damage that will reduce the value of the crop beyond the cost of the control
method used. Consider using cultural and biological control methods first,
then if these are inadequate, pesticides are can be used. The most
economical and reliable way to deal with pest problems is to avoid them when
possible.
Cultural control
Cultural control can prevent or reduce pest problems. Cover crops between
rows and mulching within rows can reduce weed problems. Choosing to grow
trees which are not susceptible to a prevalent pest may avoid a problem.

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Pruning can remove infections of some tree diseases or remove overwintering
insects. Sanitation, or removing fallen leaves and branches, can reduce
overwintering insects and disease sources. Fencing the perimeter of the
nursery may be the only feasible control for deer. Maintaining healthy plants
will reduce the likelihood of infection.
Biological control
Biological control can also reduce pest problems. Encouraging beneficials, or
the pests natural enemies, by providing environments for them to overwinter
will assist in control. Predatory insects may be released and should become
part of the nursery monitoring program to determine if they persist.
Predatory organisms available in pesticide form, such as Bacillus
thuringiensis (Bt), are usually very selective and will not harm beneficials.
Timing and environmental conditions are extremely important considerations
when applying biological controls.
Self- Check 2.1-5
Identification: Write down the best answer being described

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1. A very stable organic material that holds water and air well, does not
decompose quickly and drains freely
2. an excellent substitute for sphagnum peat as the base potting mix
ingredients in Soilless potting mixes
3. Is the snowy white granular particles that look like small pieces of
Styrofoam you will see in many potting mediums.
4. Doesn't hold water well and too much can hinder drainage. Clean, washed
sand has a near neutral pH with no nutrient value for plants
5. Sometimes incorporated in both commercial and homemade potting mixes
it is considered by many as an unsuitable potting mix ingredients to use
6. This is done before putting any control program into practice
7. Regularly done to determine pest populations
8. This will determine when control methods need to be applied to prevent
economic losses.
9. Can prevent reduce pest problems. Cover crops between rows and
mulching within rows can reduce weed problems.
10. Encouraging beneficial, or the pests natural enemies, by providing
environments for them to overwinter will assist in control.
ANSWER KEY 2.1-5
1. Sphagnum peat
2. Coconut coir
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3. Perlite
4. Potting sand
5. Soil
6. Identification
7. Monitoring
8. Thresholds
9. Cultural control
10. Biological control

LEARNING OUTCOME 2
Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
PLANT SEEDLINGS
Contents:
1. Land preparation activities
2. Procedure in applying organic fertilizers and applicable concoctions
3. Transplanting and planting procedures
4. Water Management
1. Land preparation is carried out in accordance with enterprise practice
2. Organic fertilizers and applicable concoctions are incorporated in the soil

before planting in accordance with enterprise procedure
3. Seedlings are transplanted/ planted based on VPM recommendations
4.Watering of seedlings are performed based on VPM recommendations
Conditions:
 bolo
 broomstick
 organic fertilizers
 sprinkler
 trowel
 Shovel
 First aid kit
Training Materials:
 Vegetable Production Manual
 Handouts/fliers
 Powerpoint presentation
 PPEs
Training Equipment
 LCD/computer
 printer
Assessment Methods:
1. Written exam
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2. Demonstration
3. Demonstration/ direct observation of practical skills
LEARNING OUTCOME 2
PLANT SEEDLINGS
1. Read Information Sheet 2.2-1 on If you did not understand what you
Land Preparation read from the information sheet, ask
your trainer to conduct mentoring or
active lecture.
Listen and participate in active
lecture.
Answer again the self-check to
validate if you understood the active
lecture.
2. Answer Self-Check 2.2-1 on Land Compare your answer to the Answer
Preparation Key.
Procedure in applying organic read from the information sheet, ask
fertilizers and applicable concoctions your trainer to conduct mentoring or
active lecture.
lecture.
lecture.
4. Answer Self-Check 2.2-2 on Compare your answer to the Answer
Procedure in applying organic Key.
fertilizers and applicable concoctions
Transplanting and planting read from the information sheet, ask
procedures your trainer to conduct mentoring or
active lecture.
lecture.
lecture.
6. Answer Self-Check 2.2-3 on Compare your answer to the Answer
Organic
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Transplanting and planting Key.
procedures
Water Management read from the information sheet, ask
your trainer to conduct mentoring or
active lecture.
lecture.
lecture.

Organic
Agriculture
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Gary Zaldy Vizcaya
Eugenio
INFORMATION SHEET 2.2-1
Land Preparation Activities

1. Understand land preparation procedures
2. Learn the step-by-step procedures of land preparation
After establishing our nurseries and seedling, the next part comes with land
preparation and all activities involved. This will discuss the procedures of
land preparation.
Land preparation – A set of procedures done to make the soil conducive for
planting. Soil tillage or land preparation is one of the routine activities in
most agricultural systems. Often, land preparation starts with burning fallow
vegetation or previous crop residues in order to clear the land or to scare
away wild animals or snakes. Good soil preparation is essential for growing
vegetable crops. Plow or spade, depending on available equipment and
garden size, in either the fall or spring. Work the soil about 8 inches deep.
Avoid working the soil when it is too wet because this will cause compaction
and clods.
Procedures for Land Preparation

1. Weeding and debris clearing – Weeding and debris clearing is
the removal of unwanted plants, rocks, stumps or any unwanted
material in our vegetable growing area. This is done to prepare
the soil for cultivation
2. Cultivating – After clearing out the area, Use either a shovel, a
carabao, hand tractor or a full blown tractor to dig up the soil.
Cultivation is basically loosening up the tight and compacted soil
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over the years. Loose soil is optimum for the root development of
our plants
3. Pulverizing – Once the soil has been loosened up, the next step
is to pulverize and convert big chunks of soil into porous
particles. This can be performed manually using a rake,
attaching a harrow behind a carabao, adjusting the blades of a
rotavator or attaching a harrow behind a tractor.
4. Plot forming – A loose and pulverized soil is easy to mold and
reform into raised bed plots. This is where we will plant our
vegetables. Raised bed plots prevent drowning of our plants in a
rainy climate.
5. Sterilization – To prevent any contaminants and soil-borne
pathogens causing problems later on with our plants,
sterilization is required. Sterilization can be done by burning rice
straw on top of the plots or by watering the plot by freshly boiled
water.
6. Basal Application – Basal application is the application of
fertilizer before transplanting. This can be done by either beneath
or surface of the soil application
7. Mulching – After applying basal fertilizer, we need to protect our
plots while we wait for the microbes to decompose the organic
matter applied into the soil from weeds. Thus, application of
mulch is important. Mulching can either be natural or plastic.
2 Types of Land Preparation
1.) Beneath the Soil Application – is the application of basal fertilizer

directly beneath the soil in a canal dug in the middle of the plot.
Procedures:
1. Make a canal in the middle of the

plot. Dump the soil at the sides of
the canal. This will be used as cover

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2. Collect organic matter
3. Scatter the organic matter along the

canal in the plot

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4. Sprinkle organic fertilizer at the rate
of 100g/sqm
5. Water the organic matter with

diluted IMO in water. 20ml/L of
water

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Eugenio
6. Cover the organic matter using the
soil at the sides of the canal

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Eugenio
1. Sprinkle organic fertilizer at a rate of
100g/sqm
7. Apply mulching. It can either be

2. Apply
plasticmulching.
or naturalItmulch
can either be plastic
8. or natural
Rest mulch
the soil for 2 weeks to give
enough time for the microbes to
decompose the organic matter
2.) Surface of the soil Application – This method simply sprinkles

3. Water the plot with diluted IMO in
water. 20ml/L of water
4. Rest the soil for 2 weeks to give

enough time for the microbes to
Self- Check 2.2-1

Organic
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Production NC II
Gary Zaldy Vizcaya
Eugenio
Essay: Write down and discuss the answers to the question below:
1. What are the step by step procedure for both beneath and
surface of the soil land preparation?
ANSWER KEY 2.2-1
Beneath the soil

1. Make a canal in the middle of the plot. Dump the soil at the sides of the
canal. This will be used as cover
3. Scatter the organic matter along the canal in the plot
4. Sprinkle organic fertilizer at the rate of 100g/sqm
5. Water the organic matter with diluted IMO in water. 20ml/L of water
6. Cover the organic matter using the soil at the sides of the canal
7. Apply mulching. It can either be plastic or natural mulch
8. Rest the soil for 2 weeks to give enough time for the microbes to
Surface of the soil

1. Sprinkle organic fertilizer at a rate of 100g/sqm
3. Water the plot with diluted IMO in water. 20ml/L of water

Organic
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Eugenio
Procedure in applying organic fertilizers and applicable concoctions
1. Explain the different fertilization activities
Introduction
During the growing period of our plants, we need to give them enough
nutrients to ensure a quality production. This can be done by applying
additional fertilizers and concoctions. In this module, we will discuss the
procedures of applying these inputs.
Methods of Applying Liquid Fertilizers
Drenching – is a method of applying liquid fertilizers by means of watering

the plants. Drenching targets the roots of the plants and let it absorb the
nutrients from the concoctions that are incorporated within the water.
Procedure for Drenching:
1. Dilute concoctions with water in a drum filled with water.
2. Transfer the mixture into plastic pails
3. Using a measuring cup, drench the diluted concoctions onto
plants at a rate of 100ml/plant
4. Drenching is done a least once a week
Foliar Spray – The other method of applying liquid fertilizers which involves
a sprayer. The concoctions are mixed with water inside the sprayer and
sprayed on to the leaves of the plant. The leaves of the plants have stomata
that serves as the entry point for our fertilizer.
Procedure for Foliar Spray:
1. Calibrate the backpack sprayer’s pump, nozzle, on/off
knob and sprayer cap
2. Mix concoctions with water in a plastic pail
3. Transfer the mixture into the backpack sprayer
4. Seal the sprayer with its cap
5. Strap on the sprayer and pump its pressure pump
6. Once the pump starts resisting, it means that the sprayer
is full of pressurized air.
7. Aim the nozzle at plants and twist the on/off knob to begin
Organic
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spraying
8. Spray onto top and under the leaves
9. Foliar spraying can be done at least once a week
Methods of Applying Solid Fertilizers
Basal – Is a method of applying fertilizer before transplanting and is

performed upon land preparation.
Procedures for basal application:
1. Prepare the basal fertilizer you are going to use
2. After forming raised beds, use either beneath or surface
application of basal fertilizer.
3. Water with diluted concoctions
4. Cover with mulch
5. Rest the soil for 1 to 2 weeks
Side dress - dressing the plant with fertilizer by adding it to the side of the
stems. Gardeners usually lay a line of fertilizer along the plant row, about 4
inches away from the stems, and then another row the same way on the
opposite side of the plants. The best way how to side dress garden plants is
by finding out their nutritional needs. Some plants, such as corn, are heavy
feeders and need frequent fertilizing throughout the growing season. Other
plants, such as sweet potatoes, do better without any extra feeding during
the year.
Procedures for side dress application:

1. Prepare the fertilizer you are going to use
2. Determine the rate of application based on the age and kind of plant. It
ranges from 30g-100g per hill.
3. Carefully put on top of the soil beside or around the plant. roughly 2-5
inches from the plant.
4. Frequency of side dressing is once every two weeks

Organic
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Eugenio
Self- Check 2.2-2
Identification: Write the answer for each question being described.
1. A method of applying liquid fertilizers by means of watering the

plants.
2. The other method of applying liquid fertilizers which involves a
sprayer.
3. Is a method of applying fertilizer before transplanting and is
performed upon land preparation?
4. dressing the plant with fertilizer by adding it to the side of the
stems.

Organic
Agriculture
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Eugenio
ANSWER KEY 2.2-2
1. Drenching
2. Foliar spray
3. Basal
4. Side dress

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
Transplanting and planting procedures

1. Identify seeds for organic vegetable production
2. Apply these techniques on organic vegetable production
Introduction
According to the PNS-OA, seed selection is quite strict. In this module,
it will discuss proper selection of seeds and breeds in accordance to the
Philippine National Standards
Transplanting and planting procedures

Transplanting - The process of planting the seedlings from the nursery to
the field. The rule of thumb is that once you see 2-3 true leaves on the
seedlings, it ready for transplanting.
This is because the seed has a food bank within it. After sprouting, the
seedling will produce 2 false leaves that tells us that it still has food stored in
the seed. Once a true leaf starts sprouting, this means that the stored food is
already depleted and already started absorbing nutrients using its roots. If
there are already 2-3 true leaves, this is a sign that its roots are long enough
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to be transplanted.
Procedures for transplanting:

1. Identify the planting distance
2. Dig a hole where you will plant the seedling
3. Carefully remove the seedling from the tray or cup. Avoid any roots
from being damages as it may cause stunting of the plant
4. Place it inside the and cover with soil at the same level of the potting
mix. Do not cover the leaves. Apply a gentle pressure around the
seedling to make its roots take hold onto the soil.
5. Drench with diluted IMO to strengthen its immune system and prevent
any future diseases.
6. Cover the soil with mulch to prevent weed germination and to maintain
moisture content in the soil.
Transplanting Distances
CROP BETWEEEN NUMBER OF DAYS BEFORE

HILLS(cm) ROWS PER 1 HARVEST
METER BED
Leafy type lettuce 20-25 4 30
Headed type lettuce 40 2 60

Tomato, Eggplant 40-50 2 60
Hot /Lady Finger 40-50 2 60
Pepper
Bell Pepper 40 2 60
Ampalaya, Upo, 100 Every other 60
Patola bed
Arugula, Chinese 5 20 30-45
Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
Self- Check 2.2-3
Complete the table: Fill in the blanks in the table

METER BED
Leafy type lettuce 4
Headed type lettuce 40

Tomato, Eggplant 2 60
Hot /Lady Finger 2
Pepper
Bell Pepper 40 60
Ampalaya, Upo, Every other
Patola bed
Arugula, Chinese 20 30-45
kangkong,
Amaranth
Japanese/American 30-40
Cucumber
Herbs: Parsley, 30 3
Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
ANSWER KEY 2.2-3

METER BED
Leafy type lettuce 20-25 4 30
Headed type lettuce 40 2 60

Tomato, Eggplant 40-50 2 60
Hot /Lady Finger 40-50 2 60
Pepper
Bell Pepper 40 2 60
Ampalaya, Upo, 100 Every other 60
Patola bed
Arugula, Chinese 5 20 30-45
kangkong,
Amaranth
Japanese/American 30-40 2 28
Cucumber
Herbs: Parsley, 30 3 90-120
Sage, Thyme, dill,
Sesame leaf
Italian Oregano, 50 2 30-60
Basil

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
Water Management
1. Explain different irrigation systems

2. Setup irrigation system best suited in a farm
Introduction
Water is the life source of all farms whether it be organic or not. This
module will show you different sources of water, delivery and irrigation
systems
Sources of Water
1. Deep well - is an excavation or structure created in the ground by
digging, driving, boring, or drilling to access groundwater in
underground aquifers. The well water is drawn by a pump, or using
containers, such as buckets, that are raised mechanically or by hand.
Wells were first constructed at least eight thousand years ago and
historically vary in construction from a simple scoop in the sediment of
a dry watercourse to the stepwells of India, the qanats of Iran, and
the shadoofs and sakiehs of India. Placing a lining in the well shaft
helps create stability and linings of wood or wickerwork date back at
least as far as the Iron Age.
2. Spring - A spring is any natural situation where waterflows from
an aquifer to the Earth's surface. It is a component of the hydrosphere.
3. Rainwater harvest - Rainwater harvesting is the accumulation and
deposition of rainwater for reuse on-site, rather than allowing it to run
off. Rainwater can be collected from rivers or roofs, and in many
places, the water collected is redirected to a deep pit (well, shaft, or
borehole), a reservoir with percolation, or collected from dew or fog with
nets or other tools. Its uses include water for
Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
gardens, livestock, irrigation, domestic use with proper treatment,
indoor heating for houses, etc. The harvested water can also be used
as drinking water, longer-term storage, and for other purposes such
as groundwater recharge.
Rainwater harvesting is one of the simplest and oldest methods of self-supply
of water for households usually financed by the user.
4. Irrigation canal – The national Irrigation Authority or NIA have water

ways running all over the country usually stemming out from dams
running through agricultural lands down to urban areas.
Methods of Delivery
1. Water pump - The pumping of water is a basic and practical technique,
far more practical than scooping it up with one's hands or lifting it in a
hand-held bucket. This is true whether the water is drawn from a fresh
source, moved to a needed location, purified, or used for irrigation,
washing, or sewage treatment, or for evacuating water from an
undesirable location. Regardless of the outcome, the energy required
to pump water is an extremely demanding component of water
consumption. All other processes depend or benefit either from water
descending from a higher elevation or some pressurized plumbing
system. Water pumps can be run by gasoline, electricity, solar, wind,
geo, wave energies.
2. Wind pump - A wind pump is a type of windmill which is used for

pumping water. Wind pumps were used to pump water since at least
the 9th century in what is now Afghanistan, Iran and Pakistan.[1] The
use of wind pumps became widespread across the Muslim world and
later spread to China and India.[2] Windmills were later used
extensively in Europe, particularly in the Netherlands and the East
Anglia area of Great Britain, from the late Middle Ages onwards, to
drain land for agricultural or building purposes.
3. Ram pump - Hydraulic ram pumps are water pumping devices that are
powered by falling water. The pump works by using the energy of
substantial amount of water falling to a small height to lift a small
amount of that water to a much greater height. In this way, water from
a spring or stream in a valley can be pumped to a village or irrigation
scheme on the hillside. Wherever a fall of water can be obtained, the
ram pump can be used as a comparatively cheap, simple and reliable
means of raising water to considerable heights.

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
Irrigation Systems
 Furrows: Furrows are shallow trenches between raised beds that
channel water to plant roots. This watering method is based on an old
farming technique of planting on narrow raised mounds or beds and
then using furrows to water. The beds can be 1 to 3 feet apart — the
wider apart they are, the more water you use.
When you’re ready to water, fill the furrows completely with water, wait a
while, and then poke around with your finger to make sure the water has
penetrated the bed.
Furrows aren’t the most efficient way to water for the following reasons:
o It takes time for the water to run from one end of a mound or bed
to the other.
o The beginning of a row always gets more water than the end.
o You have to move your hose around a lot to fill each furrow.
o Water is wasted through evaporation as it’s sitting in the furrow.
 *Basins: A basin is a donut-like depression around a vegetable plant
that you fill with water. You make a basin in a 2-foot-diameter circle
around the plant.
 *Hoses: Watering with a hose isn’t the ideal watering system and
probably is best for watering containers; for watering individual, large
plants such as tomatoes; and when used in conjunction with the basin
method. In these situations, you can be sure that you’re applying the
right amount of water to your plants.
 Sprinklers: A sprinkler is effective for watering vegetables planted in
sandy soil that absorbs water quickly. It’s also an effective way to water
a large garden when you’re pressed for time. However, if you have
heavy clay soil that absorbs water slowly or if your garden is on a
slope, the water may run off.

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
Portable sprinklers (shown) and in-ground permanent sprinklers are great for
watering large areas if you’re pressed for time.
 Soaker-hose irrigation: A soaker-hose irrigation system consists of a

rubber hose perforated with tiny pores that leak water. You can lay the
hose between rows or curve it around plants.

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
With a soaker hose, water leaks out of the hose and onto the soil, leaving
foliage dry and reducing evaporation.
Using a soaker-hose system is easier than using a drip irrigation system
because it involves fewer parts and no nozzles.
 Drip irrigation: A drip irrigation system provides water slowly through
holes, or emitters, in flexible plastic pipes. Many different drip
irrigation systems are available; they can consist of a single pipe with
flexible lines running off it, or a series of pipes. You weave these pipes
— which are connected to a water supply, a filter, and often a pressure
regulator — along rows of plants so the water flows directly to the roots
of your vegetables.

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
Drip irrigation is the most effective and efficient way to water vegetables
because water drips right to the roots of the plants and little water is wasted.

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
Self- Check 2.2-4
1. A type of source of water that is an excavation created in the ground by

digging, or drilling to access ground water in underground aquifers.
A. Rain harvest
B. Irrigation canal
C. Deep well
D. Spring
2. A type of source of water that depends on the National Irrigation Authority

A. Rain harvest
B. Irrigation canal
C. Deep well
D. Spring
3. A type of source of water that collects and accumulates rain water

A. Rain harvest
B. Irrigation canal
C. Deep well
D. Spring
4. A type of source of water where waterflows from a aquifer to the earth’s

surface.
A. Rain harvest
B. Irrigation canal
C. Deep well
D. Spring
5. A method of delivery which is a basic and practical technique, far more

practical than scooping it up with one's hands or lifting it in a hand-held
bucket.
A. Wind pump
B. Irrigation canal
C. Water pump
D. Spring
Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
6. A method of delivery which uses a wind mill to pump out water
A. Wind pump
B. Ram pump
C. Water pump
D. None of the above
7. A method of delivery which is powered by falling water

A. Wind pump
B. Ram pump
C. Water pump
8. An Irrigation system using shallow trenches between raised beds that

channels water to plant roots.
A. Furrows
B. Sprinklers
C. Drip
D. Soaker-hose
9. An Irrigation system that uses a rubber hose perforated with tine pores
that leak water
A. Furrows
B. Sprinklers
C. Drip
D. Soaker-hose
10. An Irrigation system that provides water slowly through holes in flexible
plastic pipes
A. Furrows
B. Sprinklers
C. Drip
D. Soaker-hose

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
ANSWER KEY 2.2-4
1. C
2. B
3. A
4. D
5. C
6. A
7. B
8. A
9. D
10. C

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
LEARNING OUTCOME 3
PERFORM PLANT CARE AND
MANAGEMENT
Contents:
1. Types of Pests and Diseases
2. Organic Pest Management
3. Fertilization Practices
1. Implemented water management plan.
2. Effective control measures were determined on specific pests and
diseases as prescribed under the “pest, disease and weed management”
of the PNS.
3. All missing hills were re-planted to maintain the desired plant
population of the area.
4. Organic fertilizers were applied in accordance with fertilization policy of
the PNS.
Conditions:
1. The trainees/students must be provided with the following:
2. LCD projector with screen
3. Desktop computer or laptop
4. Booth/temporary shed
5. Cart
6. Farm/field
7. Greenhouse
Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
8. Bolos
9. Cutting tools
10. Digging tools
11. Container
12. Knapsack sprayer
13. Protective gadgets
14. Mulching materials
15. Fertilizers
Assessment Methods:
1. Written exam
2. Oral questioning

LEARNING OUTCOME 3
PERFORM PLANT CARE AND
MANAGEMENT

11. Read Information Sheet  If you did not understand
2.3-1 on Types of Pests and what you read from the
Diseases. information sheet, ask your
or active lecture.
active lecture.
active lecture.
1 on Types of Pests and Answer Key.
Diseases.
Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
2.3-2 on Organic Pest what you read from the
Management information sheet, ask your
or active lecture.
active lecture.
active lecture.
2 on Organic Pest Answer Key.
Management.
2.3-3 on Methods of Fertilizer what you read from the
Application. information sheet, ask your
or active lecture.
active lecture.
active lecture.
3 on Methods of Fertilizer Answer Key.
Application.
17. Perform Task Sheet 2.3-  Request demonstration from
3a on Methods of Application your facilitator.
of Solid Fertilizers.  Seek assistance from your
trainer if you are not sure of
your work.
 Evaluate you own work using
the performance criteria
checklist.
 Document all your activities.
 Present your work to you
trainer for evaluation.
 Seek feedback from your
trainer.
 Task sheet is provided for
performance test.
Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
3b on Methods of Application your facilitator.
of Liquid Fertilizers  Seek assistance from your
your work.
checklist.
trainer.
performance test.

TYPES OF PESTS AND DISEASES
1. understand the life cycle of insects;

2. enumerate the different injuries caused by different types of insects;
and
3. identify the most common pests and insects attacking fruits and
vegetables.
Insects are a major limiting factor in commercial vegetable production. Minor

insect damage lowers the crop’s value because the market demands clean,
unblemished produce. Growers need to quickly recognize insect problems
and practice early control to prevent a buildup and keep insect pests from
Organic
Agriculture
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Gary Zaldy Vizcaya
Eugenio
getting out of control.
INSECT LIFE CYCLE
Insects either have a complete or incomplete life cycle. Insects in the

complete life cycle group have four distinct stages, the egg, larvae, pupae and
adult. Examples of these insects are beetles and moths. Beetles lay their eggs
either singly or in groups, and they hatch into either grubs or larvae that
move about freely on the plant feeding on roots, tubers, leaves, or fruits. After
reaching maturity, they then pupate (the resting stage) and develop into
adults. Adult beetles also may damage plant parts, so two damaging stages
may exist. Figure 1 depicts growth stages for insects having a complete life
cycle.
Figure 1
Moths and butterflies also have a complete life cycle similar to beetles except
that the damaging stage is the larvae or worm stage which usually feeds on
the stems, leaves or fruits. The adult stage, moths and butterflies, feed on
nectar or may not feed at all. Insects with a complete life cycle almost always
have a chewing mouthpart.
Insects with incomplete life cycles include grasshoppers and true bugs (stink
bug and squash bugs). Many insects in this category have piercing, sucking
mouthparts and suck juice from plants. Some, such as the grasshopper,
chew on leaves and stems. Regardless, insects with an incomplete life cycle
are unique in that they hatch from eggs into tiny nymphs that resemble the
adult stage. They stay in the nymphal stage for several weeks, while growing
and molting into larger insects until they reach adulthood. Adults have fully
developed wings and can fly great distances. Nymphs either do not have

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
wings or have wings that cannot be used for flight.
Insects with an incomplete life cycle can be controlled at any stage, but are
easier to control in the nymphal stage just after they hatch from the eggs.
INSECT INJURY
1. Injury by Chewing Insects

Insects take their food in a variety of ways. One method is by chewing off
external plant parts. Such insects are called chewing insects. It is easy to see
examples of this injury. Perhaps the best way to gain an idea of the
prevalence of this type of insect damage is to try to find leaves of plants with
no sign of insect chewing injury. Cabbageworms, armyworms, grasshoppers,
the Colorado potato beetle and the fall webworm are common examples of
insects that cause chewing injury.
2. Injury by Piercing-Sucking Insects

Another important method which insects use to feed on plants is piercing the
epidermis (skin) and sucking sap from cells. In this case, only internal and
liquid portions of the plant are swallowed, while the insect feeds externally on
the plant. These insects have a slender and sharp pointed part of the
mouthpart which is thrust into the plant and through which sap is sucked.
This results in a very different but nonetheless severe injury. The hole made
in this way is so small that it cannot be seen with the unaided eye, but the
withdrawal of the sap results in either minute white, brown or red spotting
on leaves, fruits and/or twigs; leaf curling; deformed fruit; or a general
wilting, browning and dying of the entire plant. Aphids, scale insects, squash
Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
bugs, leafhoppers and plant bugs are examples of piercing-sucking insects.
3. Injury by Internal Feeders

Many insects feed within plant tissue during a part or all of their destructive
stages. They gain entrance to plants either in the egg stage when the female
thrust into the tissues with sharp ovipositors and deposit the eggs there, or
by eating their way in after they hatch from the eggs. In either case, the hole
by which they enter is almost always minute and often invisible. A large hole
in a fruit, seed, nut, twig or trunk generally indicates where the insect has
come out, and not the point where it entered.
4. Injury by Subterranean Insects

Subterranean insects are those insects that attack plants below the surface
of the soil. They include chewers, sap suckers, root borers and gall insects.

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
The attacks differ from the above ground forms only in their position with
reference to the soil surface. Some subterranean insects spend their entire
life cycle below ground. In other subterranean insects, there is at least one
life stage that occurs above the soil surface; these include wireworm, root
maggot, pillbug, strawberry root weevil, and corn rootworm. The larvae are
root feeders while the adults live above ground.
5. Injury by Laying Eggs

Probably 95% or more of insect injury to plants is caused by feeding in the
various ways just described. In addition, insects may damage plants by
laying eggs in critical plant tissues. As soon as the young hatch, they desert
the plant causing no further injury.

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
COMMON INSECTS ATTACKING VEGETABLE CROPS
A. SOIL INSECTS
1. Wireworm

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Production NC II
Gary Zaldy Vizcaya
Eugenio
Plants Attacked: Corn, small grains, grasses, potatoes and other root crops
such as sweet potatoes.
Description: Adults are usually hard shelled, brownish gray or nearly black,
somewhat elongated with the body tapering toward each end. The larvae
usually are hard, dark brown, smooth, wire like worms from ½ to 1½ inches
long when grown.
Life History: Young adults remain in the soil until spring. The subsequent egg
stage requires a few days to a few weeks to hatch. Larvae spend from two to
six years in the soil feeding on roots of grasses and other plants. Pupation
usually is completed in a few weeks.
Damage: Crops may fail to emerge, or stay thin and patchy. Wireworms feed
on seed and underground plant parts. On potatoes, they cause small holes or
trail-like appearance in their feeding habits.
2. White Grubs

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Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
Plants Attacked: Corn, beans and potato tubers and other root vegetable
crops.
Description: Adult beetles are from ½ to 1 inch long, vary from light to dark
brown and are robust in form. The larvae are white, curved bodied grubs with
brown heads and three pairs of legs. The hind part of the abdomen appears
darker because soil particles inside show through the body wall. There are
probably 100 species, and many cause damage.
Life History: The life cycle of the more abundant species extends over three
years. In late spring, pearly white eggs are deposited from 1 to 8 inches deep
in the soil. Approximately 3 weeks later the eggs hatch, and the larvae feed
on roots and decaying matter.
Damage: Most severe damage by grubs occurs on crops which follow grass
sod the next year. Grubs feed on the roots of crops attacked and destroy the
root system.
B. CHEWING INSECTS
1. Fruit Worms

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Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
There are many types of worms that feed on plants, the fruit or leaves and
buds of the plant. These worms include armyworm, beet armyworm, fall
armyworm, melon worms, pickle worms, tomato hornworm, tomato pinworm,
yellow striped armyworm and the corn ear worm, or the tomato fruit worm.
Plants Attacked: Sweet corn, beans, peas, beets, peppers, melons, squash,
cucumber, cauliflower, broccoli and similar crops. The description of these
various insect larvae is completely different. Many have elongate bodies, may
be striped with spots, and most of them are green to brown to reddish color.
The stripes may be white or yellow. Most all of them have three legs behind
the head and five sets of legs along the abdomen.
Life History: Many spend the winter as pupae 2 to 6 inches below the soil
surface and emerge as moths during the spring and early summer to begin
depositing eggs on their favorite crops or host plant. Fresh laid eggs usually
are waxy white, but soon turn yellow and darker as the insect matures
inside. They are about half the size of a pinhead and variously shaped.
Damage: Newly hatched larvae begin feeding immediately on the part of the
plant where the eggs were laid. They may then bore into the fruit such as
tomatoes or the ears of corn or feed on pods of beans and peas. The worms
cause considerable damage because they gnaw or eat out sections of the
fruit, and may cause the fruit to rot.

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
2. Cabbage Looper
Plants attacked: Cabbage, cauliflower, broccoli, Brussels sprouts, lettuce and

occasionally beans, tomatoes and other crops.
Description: Light, grayish brown moth with a small lighter colored spot near
center of forewings. Moths have a wing spread of about 1½ inch. Larvae are
light green caterpillars with a few white or pale yellow stripes. Larvae travel
with a characteristic looping motion. They have three legs behind the head
and three legs at the tip of the abdomen.
Life History: There are continuous generations in the Lower Rio Grande
Valley with reproduction slowing down during cold periods. In colder areas,
the insects overwinter as pupae in flimsy silken cocoons attached to plant
residue. A complete generation occurs in 3 to 6 weeks.
Damage: Cabbage loopers are voracious feeders which can strip foliage from
infested plants in a short time. Often, when cabbage looper populations
become crowded, a virus disease strikes causing high larval mortality.

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
3. Thrips
Plants Attacked: General feeders on vegetables, flowers and field crops.
Description: These are slender, spindle shaped, active insects varying from
pale yellow to yellowish-brown. Adults average about 1/25-inch long. Four
slender wings are present on females, fringed with long hairs and black
margins. Males are wingless, and the larvae resemble adults but have no
wings and are smaller.
Life History: The minute eggs are inserted into leaves or stems. These hatch
in 2 to 10 days. The larval stage lasts from 5 to 30 days. Adult females can
reproduce regularly without mating with the rarely found males. All stages
can be found during warmer months, but during colder months, only adults
and larvae can be found. It is probable that 5 to 8 generations occur per year,
but more may occur in the warmer parts of the state.
Damage: Thrips puncture plants, rasp the surface and then suck the juice.
This causes the formation of whitish blotches that first appear as dashes.
Severely attacked plants develop a gray or silver appearance and may become
distorted. Damage may be found first in the leaf sheaths and stems or in the
undersides of a bent leaf where the insects always are most abundant.
Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
C. SUCKING INSECTS
1. Aphids
Aphids are small, sluggish soft-bodied insects often called plant lice. Most
species give birth to living young and the young build up very rapidly.
Plants Attacked: All vegetables. Most common vegetables are peas, beans,
tomatoes, lettuce, turnips, broccoli and corn.
Description: The most common aphids are the melon or cotton aphid, green
peach aphid, cabbage aphid and the pea aphid. They are usually 1/16 inch
long, soft-bodied and pear-shaped. They may be black, gray, green, red or
yellow, depending on the species.
Life History: Most species give birth to living young; they do lay eggs, and
some have wings. There can be 15 to 20 generations per year of certain
species.
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Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
Damage: Aphids congregate in large numbers and, therefore, may infest
vegetables such as mustard greens and leaf lettuce; they also may cause the
plant to stunt. Disease transmission is probably more important than actual
feeding damage.
2. Squash Bugs
Plants Attacked: All cucurbits with preference for squash.
Description: The adults are brownish gray to dark gray bugs about 5/8-inch
long. The immature, or nymphs, when first hatched are green with black legs.
Later, they become grayish-white with nearly black legs and antennae.
Life History: Adults overwinter, unmated in any type of shelter. They appear
in the spring as plants begin to vine and mate. Yellowish to bronze-brown
eggs are laid in clusters on the underside of leaves usually in vine angles.
Eggs hatch in 1to 2 weeks, and nymphs feed in groups on the stems of the
plant for 6 to 8 weeks before transforming to adults.
Damage: Leaves attacked by the squash bug will rapidly become black, crisp
and dead. Attacked plant stems often are enlarged but later wither and die.
3. Stink Bugs
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Eugenio
Plants Attacked: Seed beets, okra, squash, beans, peas, corn, cowpeas, and
tomatoes.
Description: The adults are approximately ½ inch long, and each has a
triangular shaped shield on the back that extends just back of the shoulders
narrowing posterior to a point. Front wings are thickened and stiff about the
base, but the distal half is much thinner and membranous. Crushed bugs
often have an odor fitting their name. The nymphs are without wing covers
and smaller but otherwise similar to adults.
Life History: Life history and habits of each of the stink bugs are similar.
Generally, barrel shaped eggs are deposited in clusters usually on the
underside of foliage. Eggs often are beautifully colored and ornamental.
Development from egg to adult occurs in 4 to 6 weeks. From 1 to 3 or
perhaps four generations may occur annually. They overwinter as adults in
places affording protection from cold weather.
Damage: Damage is caused by nymphs and adults sucking sap primarily

from pods, buds, blossoms and seeds. In removing the liquid from contents of
developing seeds causes them to become flattened and shriveled. If the pods
are attacked at an early stage of development, catfacing or pitted holes will
occur on bean pods and squash fruit.
4. Whiteflies

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Eugenio
Plants Attacked: Potato, tomato, eggplant, pepper and sweet potato.
Description: Adults are 1/16 inch in length. They have four wings which
along with the dorsal part of the body are covered with white, waxy powder.
The nymphs are light green, oval, flattened and about the size of a pinhead.
They are attached to the leaf surface until mature, with the last instar more
elevated and slightly segmented. The bodies are covered with radiating long
filamentous threads resembling young, soft scale insects.
Life History: Overlapping generations occur in the Lower Rio Grande Valley
during spring, summer and fall. Adults emerge, mate and begin depositing
elongated yellow eggs and attaching them to the host plant by short stalk.
Before hatching, the eggs darken; nymphal period is one month.
Damage: Both nymphs and adults feed by sucking plant juices. Heavy
feeding gives plants a mottled appearance, or it causes them to turn yellow
and die. The sticky honeydew excreted by the insect often glazes the lower
leaves and permits development of black sooty mold on plants, thus
detracting from the plant’s beauty and cutting down on photosynthesis.
5. Spider Mites

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
Plants Attacked: Various plants are attacked including tomatoes, eggplants,
beans, corn, peas and various cucurbits.
Description: The two-spotted spider mite has two forms, a green form with a
dark spot on each side and the more common which is a reddish form. Some
species of mites may be yellow. All mites are very tiny and almost
microscopic. They are about 1/60-inch long.
Life History: Adult mites lay eggs on leaf undersides and spin webs beneath
which eggs hatch and mites feed. Spider mites reproduce rapidly during hot,
dry weather.
Damage: Mites pierce leaf tissue and suck sap in the larval, nymphal and
adult stages. Plants attacked begin to lose color, fading from green to yellow
and eventually turn red. Heavy infestation may kill some plants, and heavy
webbing may appear on certain plants.

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
SELF-CHECK 2.3-1
Multiple Choice. Choose the letter of the best answer. Write the letter of
your choice on your answer sheet.
1. The following insects have complete life cycle EXCEPT:

a. grasshopper
b. moth
c. beetles
d. butterflies
Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
2. These are insects that attack plants below the surface of the soil.
a. chewing insects
b. piercing-sucking insects
c. subterranean insects
d. internal feeder insects
3. These insects have a slender and sharp pointed part of the mouth part
which is thrust into the plant and through which sap is sucked.
a. chewing insects
4. These are insects that gain entrance to plants either in the egg stage
when the female thrust into the tissues with sharp ovipositors and
deposit the eggs there, or by eating their way in after they hatch from
the eggs.
a. chewing insects
5. These are pests that cause considerable damage because they gnaw or
eat out sections of the fruit, and may cause the fruit to rot.
a. aphids
b. fruitworms
c. loopers
d. thrips
6. These are small, sluggish soft-bodied insects often called plant lice.
a. aphids
b. fruitworms
c. loopers
d. thrips
7. These are soil insects that attacks corn, beans and potato tubers and
other root vegetable crops.
a. wireworms
b. white grubs
c. pinworms
d. spider mites
8. The following are piercing-sucking insects EXCEPT:
a. aphids
b. squash bugs
c. wireworms
d. leafhoppers
9. These insects puncture plants, rasp the surface and then suck the
Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
juice causing the formation of whitish blotches that first appear as
dashes.
a. aphids
b. fruitworms
c. loopers
d. thrips
10. These insects pierce leaf tissue and suck sap causing the plants
attacked to lose color, fading from green to yellow and eventually turn
red.
a. wireworms
b. white grubs
c. pinworms
d. spider mites
ANSWER KEY 2.3-1

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
1. A
2. C
3. B
4. D
5. B
6. A
7. A
8. C
9. D
10. D

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
Organic Pest Management
1. Define organic pest management; and

2. Know the different strategies in organic pest management.
Organic pest management involves the adoptation of scientifically-based

and ecologically sound strategies that follow the standards set for organic
agriculture. This means pesticides and GMOs are not allowed to be used.
In organic pest management, the whole farm is regarded as an ecological

system. Ways to enhance soil health and growth of beneficial microbial
communities are aimed to improve resistance of crops to pests. The overall
approach is to build the healthiest possible environment for crop
production and develop specific pest control techniques that can be used
when necessary to prevent major economic losses.
Prevention is the key method in protecting crops from pests, diseases and
weeds under organic farming systems. Prevention is the first-hand control
to inhibit the growth and development of various forms of pathogenic or
harmful organisms. By creating an environment not conducive for them to
thrive in, success in pest management is achievable.

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
PLANTING DIFFERENT TYPES OF CROPS TO CREATE DIVERSITY
THAT PREVENTS PEST OUTBREAKS
STRATEGIES IN ORGANIC PEST MANAGEMENT
A. BUILD SOIL HEALTH

Building organic matter in the soil contributes to good soil structure and
water-retention capacity. Organic agriculture emphasizes good plant
nutrition, which is key to the prevention of plant diseases. Improving soil
health enables plants to grow well and develop tolerance or resistance to
pests and pathogens.
The health of the soil is the health of the plant which in turn influences
the health of animals and man. Continuous addition of soil organic matter
into the cropping system provides food for the soil microbial community.
The organic matter decomposers in the soil food web modulate mineral
availability. Soils rich in organic matter mitigate changes in nutrient flow,
moisture, and energy use, supporting greater stability in microbial
population levels. A more active soil food web provides greater crop
resistance to insect and pathogen attacks. A diverse community of
bacterial and fungal species comprises a healthy and active, organically-
managed soil food web population.
B. PROMOTE AGROBIODIVERSITY
Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
The idea of promoting agrobiodiversity as a pest management method is to
prevent pests from being able to establish large populations enough to
cause significant economic damage to our crops.
1. Crop Rotation
It involves planting a different crop type in sequence on the same

piece of land, for example a pechay crop is followed by string beans.
This system breaks the life cycle of pests in pechay. In the same way, if
the string bean crop is followed by tomatoes, the pest associated with
string beans will not be able to flourish. These pests could be those in soil
or above ground.
2. Mixed Cropping

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
It involves planting several different crop types in one unit area. Different
crops have different pests as well as beneficial organisms associated with
them. Certain prey and predator relationships are established in a diverse
cropping system. For example, intercropping mungbean and corn can
reduce corn borer population. The nectar from mungbean flowers provide
food and shelter for a wide variety of natural enemies and other beneficial
insects which will prey on or parasitize the corn borer and other pests.

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
3. Trap Cropping
This method takes advantage of the fact that certain plants are more
preferred by pests over another. For example, “kadyos” or pigeon peas
attracts tomato fruit worm. Thus, it’s good to plant pigeon pea around the
tomato area or in between the tomato rows. Pigeon pea here becomes a
sacrificial plant. Corn is also used as a trap crop or sacrificial plant in
vegetable growing areas. It attracts insect pests thus draws the insect
pests to it and away from the vegetable crops. Meanwhile, beneficial
insects also stay in the corn plant and wait for the insect pests that they
prey on.
4. Selective Weeding

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
The common weed, spiny amaranth and “kulitis” should not be weeded
out but instead allowed to grow in the vegetable farm. Amaranthus serve
as refuge of the beneficial flower bug, Orius tantillus. This bug is an
efficient predator of thrips. It also eats the eggs and larvae of pest
butterflies and moths. Thus, it is useful to maintain Amaranthus along
borders or within vegetable farms in order to provide a continuous
sanctuary for the Orius predators.
C. SANITATION
Sanitation in an organic farm refers to the removal of breeding sites, food
sources and alternate host plants where pests can thrive. It is important
to remove immediately any damaged fruits, shoots and leaves where the
pest is hiding. Take care not to throw those damaged plant parts within
the farm so as not to infect other plants. These should be collected and
burned or thrown into a deep pit and covered well with soil.

Organic
Agriculture
Production NC II
Gary Zaldy Vizcaya
Eugenio
Sanitation also includes handpicking the insect pests, larva and egg mass
usually found in the underside of leaves. It is best to crush egg masses
and larvae of insect pests before they develop into adults and multiply.
D. USE OF PHYSICAL BARRIERS
1. Net Bagging

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A “tried and tested” method to control fruit fly in ampalaya. Nets, cut and
sewn at 40 - 50 cm length and 10 - 15 cm width are placed in ampalaya
female flowers as soon as they get fertilized. The net bag is left on the fruit
until harvest. Note that the net bag becomes ineffective if it is placed later
when the fruit fly has already attacked the fruits. This method seems
laborious because you need to put the net bags in each of the fruits, but
this is done only once per fruit. It is more laborious to dip each ampalaya
or spray pesticides every 2 - 3 days as usually practiced by conventional
farmers.
2. Net Tunnels
This can be placed to cover entire plots devoted to leafy vegetables. Again,

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it is important that the net tunnel is placed as early as possible in the
growing stage of the crop to ensure protection from insect pests. A series
of bamboo, metal or plastic ribs are usually placed over the plots as
supporting structure for the net. During the period of heavy rains, the net
tunnels also provide protection from strong raindrop impact and moderate
winds, thus allowing better survival of leafy vegetables during rainy
months.
D. USE BIOLOGICAL CONTROL METHODS

Biological control or biocontrol is a method that restrains the development
of pathogenic organisms, pests, diseases and weeds through biological
means such as natural predation, parasitism and other natural
mechanisms. It refers to any process using deliberately introduced living
organisms to restrain the growth and development of other organisms
usually pathogens.
1. Parasitoids
These are insects that feed intentionally or externally on another insect’s
body. The immature stage of the parasitoid develops on or inside the host,
ultimately killing it. Parasitoids are usually smaller than their hosts but
they always kill the host. They usually attack the eggs or larval growth
stage of the host. Parasitoids require only one host to complete its life
cycle. An example of parasitoid is Trichogramma.
2. Predators
These are insects that also eat other insects at different stages of their
growth. Their prey is usually smaller than them thus requiring several
preys to satisfy their food environment. Examples of predators are several
species of earwigs, the flower bug Orius tantillus, and the Coccinelid
beetle.
E. USE BOTANICAL EXTRACTS

Use of botanical or plant extracts should be judicious and should be the
last resort because similarly to synthetic pesticides they can kill
organisms both pests and beneficial ones.
The most promising botanicals are langkawas, makabuhay, marigold,
oregano, lantana and luyang dilaw causing above 50% mortality to the
test insect pests.

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F. OTHER PEST CONTROL METHODS
1. Yellow Sticky Traps
These are effective in controlling aphids and leaf miners as these insects
are attracted to the yellow color. They work in the same way as fly paper.
Yellow plastic plates or bottles can be smeared with grease where the
insect pests will stick and be immobilized.
2. Attractants
These make use of pheromones, usually secreted by female insects to
attract male insects. Trapping of males will prevent fertilization of eggs
thus reducing pest population and consequently reducing crop damage.
3. Mulching

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It is generally used to improve the soil around plants, but it also gives
your garden a neat, tidy appearance and can reduce the amount of time
spent on tasks such as watering and weeding.
Mulches are loose coverings or sheets of material placed on the surface of
cultivated soil. Mulches can be applied to bare soil or to cover the surface
of compost in containers.
Depending on the type of mulch used, there are many benefits of
mulching including:
 Help soils retain moisture in summer
 Suppress weeds
 Improve soil texture
 Deter some pests
 Protect plant roots from extreme temperatures
 Encourage beneficial soil organisms
 Provide a barrier for edible crops coming into contact with soil
 Give a decorative finish
4. Ecological weed management

Ecological weed management begins with careful planning of the cropping
system to minimize weed problems, and seeks to utilize biological and
ecological processes in the field and throughout the farm ecosystem to
give crops the advantage over weeds. In addition, mechanical and other
control measures are usually needed to protect organic crops from the
adverse effects of weeds. This is particularly true in vegetables and other
annual crops, for which production practices keep natural plant
succession at its earliest stages, thereby eliciting the emergence of pioneer
plants that can become agricultural weeds.

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a. Know the Weeds.
Obtain correct identification of the major weeds present on the farm.
Monitor fields regularly throughout the season. Keep records on what
weeds emerge at different seasons, and on efficacy of any preventive and
control measures taken. Learn each weed’s life cycle, growth habit,
seasonal pattern of development and flowering, modes of reproduction and
dispersal, seed dormancy and germination, and how the weed affects crop
production. Find the weed’s weak points—possibly the stages in its life
cycle that are most vulnerable to control tactics—and stresses to which
the weed is sensitive; these can be exploited in designing a management
strategy.
b. Design the Cropping System to Minimize Niches for Weed Growth

In planning the crop rotation, avoid creating open niches in time or space.
Plan tight rotations that follow one crop harvest promptly with the next
planting. Open niches in space between crop rows can be reduced by
using a narrower row spacing, intercropping, relay cropping, overseeding
cover crops into established vegetables, or no-till management of cover
crops prior to transplanting vegetables.
c. Keep the Weeds Guessing with Crop Rotations

Plan and implement diversified crop rotations that vary timing, depth,
frequency, and methods of tillage; timing and methods of planting,
cultivation, and harvest; as well as crop plant family. Alternate warm- and
cool-season vegetables. Rotate vegetable fields into perennial cover for two
or three years to interrupt life cycles of annual weeds adapted to frequent
tillage. Schedule tillage and cultivation operations when they will do the
most damage to the major weed species.
d. Design the Cropping System and Select Tools for Effective Weed
Control
Develop control strategies to address anticipated weed pressures in each
of the farm’s major crops. Choose the best cultivation implements and
other tools for cost-effective preplant, between-row, and within-row weed
removal. Plan bed layout, as well as row- and plant spacing, to facilitate
precision cultivation. Choose irrigation methods and other cultural
practices that are compatible with planned weed control operations.
e. Grow Vigorous, Weed-competitive Crops

A healthy, fast-growing crop that can outcompete weeds is the best way to
prevent weed problems. Choose locally-adapted crop varieties that grow
tall or form lots of foliage that can shade out weeds. Maintain healthy,
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living soil. Provide optimum growing conditions—planting date and
spacing, moisture, soil tilth and aeration, fertility, and pest and disease
management. Deliver water and fertilizer within-row to feed the crop and
not the weeds. Note that either insufficient or excessive levels of major
nutrients (nitrogen, phosphorus, and potassium) can give certain weeds a
competitive advantage over the crops.
f. Put the Weeds Out of Work, Grow Cover Crops

Cover crops do the same job as weeds, only better. They rapidly occupy
open niches, protect and restore the soil, provide beneficial habitat, add
organic matter, and hold and recycle soil nutrients. They suppress weeds
through direct competition and sometimes through allelopathy - the
release of plant-growth-inhibiting substances into the soil. Whenever a
bed or field becomes vacant, plant a cover crop immediately so that it can
begin the vital restorative work that nature accomplishes with pioneer
plants or weeds.
g. Manage the Weed Seed Bank

Prevent formation and release of viable weed seeds, and proliferation of
rhizomes and other propagules of perennial weeds. Avoid importing new
weeds with manure, mulch hay, and other materials from off-farm
sources. Utilize stale seedbed, cultivated fallow, or targeted tillage
practices to draw down seed banks of the major weeds present. Encourage
weed seed mortality and weed seed consumption by ground beetles and
other organisms.
h. Knock Out Weeds at Critical Times

Plant vegetables into a clean seedbed, hit early-season weeds while they
are small, and keep crops clean through their critical weed free period
(through the first third or half of the life cycle of most vegetables).
Prevent seed set by “escapes” and late season weeds. When practical,
interrupt vegetative propagation by invasive perennial weeds through
timely removal of top growth.
i. Utilize Biological Control Processes to Further Reduce Weed

Pressure
Rotate livestock, poultry, or weeder geese through fields to graze weeds
and interrupt seed set.
j. Bring Existing Weeds Under Control Before Planting Weed-sensitive

Crops
Weed control in perennial horticultural crops like asparagus, small fruit,
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and some cut flowers can be quite difficult, especially when perennial
weeds dominate the weed flora. Bring existing weed pressures under good
control through repeated tillage and intensive cover cropping before
planting any perennial vegetable, fruit, or ornamental crops. Choose fields
with the best weed control or lowest weed pressure for weed-sensitive
annual vegetables with a long critical weed free period, such as carrot,
onion, and parsnip. Be sure weeds, especially perennial weeds, are under
good control before attempting no-till management of cover crops prior to
cash crop planting.
k. Keep Observing the Weeds and Adapt Practices Accordingly

Note and record any changes in weed species composition, emergence and
growth pattern, or weed pressure, and modify practices as needed. For
example, an increase in certain annual “weeds of cultivation” may indicate
a need to reduce tillage or diversify the crop rotation. An increase in
invasive perennials may require tilling deeper or more aggressively for a
time. Watch out for the arrival of new weed species that could pose
problems.
SELF-CHECK 2.3-2
Matching Type. Match the definitions from Column I against the terms in
Column II. Write only the letter on your answer sheet.
Column I Column II
1. It involves planting a different a. Trap cropping
crop type in sequence on the
same piece of land
2. It involves the adoptation of b. Parasitoids
scientifically-based and
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ecologically sound strategies
that follow the standards set
for organic agriculture.
3. These make use of c. Organic pest management
pheromones, usually secreted
by female insects to attract
male insects.
4. This method takes advantage d. Mixed cropping
of the fact that certain plants
are more preferred by pests
over another.
5. These are insects that feed e. Attractants
intentionally or externally on
another insect’s body.
6. It involves planting several f. Mulches
different crop types in one unit
area.
7. These are insects that also eat g. Yellow sticky traps
other insects at different
stages of their growth.
8. Loose coverings or sheets of h. Biological control
material placed on the surface
of cultivated soil.
9. These are effective in i. Crop rotation
controlling aphids and leaf
miners as these insects are
attracted to the yellow color.
10. A method that restrains j. Predators
the development of pathogenic
organisms, pests, diseases and
weeds through biological
means such as natural
predation, parasitism and
other natural mechanisms.
ANSWER KEY 2.3-2
1. I
2. C
3. E
4. A
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5. B
6. D
7. J
8. F
9. G
10. H
TASK SHEET 2.3-3a

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Title:
Methods of Application of Solid Fertilizers
Performance Objective:
Perform application of solid fertilizers using different methods.
Supplies/Materials:
Solid Fertilizers, Face Mask, Hat
Equipment:
Booth/Temporary Shed, Storage Area
Steps/Procedure:
1. Prepare all the needed supplies, materials and equipment for the
application of solid fertilizers.
2. Demonstrate basal application of solid fertilizers.
3. Demonstrate top dressing method of applying solid fertilizers.
4. Demonstrate side dressing method of applying solid fertilizers.
Assessment Method:
Demonstration using the Performance Criteria Checklist

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PERFORMANCE CRITERIA CHECKLIST 2.3-3a
CRITERIA
YES NO
Did you….
1. Prepare all the needed supplies, materials and
equipment for the application of solid
fertilizers?
2. Broadcast the fertilizers at sowing time over
the entire plot for even distribution?
3. Spread the fertilizers in the standing crop?
4. Spread the fertilizers in between the rows or

around the plants?

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TASK SHEET 2.3-3b
Title:
Methods of Application of Liquid Fertilizers
Perform application of liquid fertilizers using different methods.
Supplies/Materials:
Liquid Fertilizers, Face Mask, Hat
Equipment:
Booth/Temporary Shed, Storage Area, Knapsack Sprayer
Steps/Procedure:
1. Prepare all the needed supplies, materials and equipment for the
application of liquid fertilizers.
2. Demonstrate foliar application of liquid fertilizer.
2. Demonstrate the fertigation method of applying liquid fertilizer.
Assessment Method:

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PERFORMANCE CRITERIA CHECKLIST 2.3-3b
CRITERIA
YES NO
Did you….
equipment for the application of solid
fertilizers?
2. Spray the fertilizer solutions containing one or
more nutrients on the foliage of growing
plants?
3. Apply water soluble fertilizers through
irrigation water?

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LEARNING OUTCOME 4
PERFORM HARVEST AND POST-HARVEST ACTIVITIES
Contents:
1. Understanding Maturity Indices
2. Harvesting Tools and Materials
3. Harvesting Methods
4. Post-Harvest Activities
5. Principles of 5S and 3Rs
1. Products are checked using maturity indices according to PNS, PNS-
organic agriculture and enterprise practice.
2. Marketable products are harvested according to PNS, PNS-organic
3. Harvested vegetables are classified according to PNS, PNS-organic
4. Appropriate harvesting tools and materials are used in accordance with
PNS.
5. Postharvest practices were applied according to PNS and GAP
recommendations.
6. Production record was accomplished.
Conditions:
1. LCD projector with screen
2. Desktop computer or laptop
3. Booth/temporary shed

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4. Cart
5. Farm/field
6. Greenhouse
7. Harvesting materials
8. Cutting tools
9. Container
10. Crates
11. Post-harvest treatment equipment
12. Sorting equipment
13. Storage room
14. Packaging Materials
Assessment Methods:
1. Written exam
2. Oral questioning

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LEARNING OUTCOME 4
PERFORM HARVEST AND POST-HARVEST ACTIVITIES

on Understanding Maturity what you read from the
Indices. information sheet, ask your
or active lecture.
 Listen and participate in active
lecture.
active lecture.
Understanding Maturity Answer Key.
Indices.

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on Harvesting Tools and what you read from the
Materials. information sheet, ask your
or active lecture.
lecture.
active lecture.
Harvesting Tools and Answer Key.
Materials.
5. Perform Task Sheet 2.4-2 on  Request demonstration from
Proper Handling of Harvesting your facilitator.
Tools and Materials  Seek assistance from your
your work.
checklist.
trainer.
performance test.
on Harvesting Methods. what you read from the
or active lecture.
lecture.
active lecture.

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Harvesting Methods. Answer Key.
8. Perform Task Sheet 2.4-3 on  Request demonstration from
Methods of Harvesting. your facilitator.
 Seek assistance from your
your work.
checklist.
trainer.
performance test.
on Post-Harvest Practices. what you read from the
or active lecture.
lecture.
active lecture.
10. Answer Self-Check 2.4-4  Compare your answer to the
on Post-Harvest Practices. Answer Key.
4 on Post-Harvest Practices. your facilitator.
 Seek assistance from your
your work.
checklist.
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trainer.
performance test.
2.4-5 on Principles of 5S and what you read from the
3Rs. information sheet, ask your
or active lecture.
lecture.
active lecture.
13. Answer Self-Check 2.4-5  Compare your answer to the
on Principles of 5S and 3Rs. Answer Key.

MATURITY INDICES
1. define maturity; and
2. understand maturity index
Maturity is considered as "that stage at which a commodity has reached a

sufficient stage of development that after harvesting and post-harvest handling,
its quality will be at least the minimum acceptable to the ultimate consumer."
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Fruit and vegetable quality is a combination of attributes and properties
that give them value in terms of human consumption. Growers and shippers
are concerned that their commodities have good appearance and few visual
defects. To receivers and distributors, firmness and a long storage life are of
keen importance.
The optimum maturity at harvest is a very important determinant to the

final quality of the product. For example, fruits and vegetables picked too early
or too late in season are more susceptible to physiological disorder and have a
shorter storage life than those picked at the proper maturity. Fruits picked
immature may not fully ripen.
Maturity indices are used to determine maturity, to predict harvest date

and to assess quality of crop. Based upon a range of physical and chemical
properties of the crop, maturity indices should be simple to use and be non-
destructive

METHODS OF HARVESTING
1. define harvesting;
2. familiarize with harvesting procedures;
3. know the methods of harvesting.

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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 fruits.
Harvesting of fruits should be done at optimum stage of maturity.
MATURITY INDICES
Maturity indices are sets of quantifiable guidelines for determining maturity

and quality of horticultural crop.
Practical Uses of Maturity Indices

1. Export markets often include a guide for minimum and maximum
maturity that is acceptable for a given commodity
2. Marketing strategies to obtain premium prices for commodities.
3. Efficient use of labor. A measure of maturity is important for organizing
start and end dates for harvesting to ensure labor and equipment
availability and reduce harvesting costs
PHYSIOLOGICAL MATURITY VERSUS HORTICULTURAL MATURITY
Physiological Maturity

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Plant (part) has completed natural growth and development so that upon
harvesting from the plant, commodity will continue to develop as if still on
plant. Quality has reached minimum acceptable standards.
Horticultural Maturity
Stage of development when a plant possesses the quality prerequisites for

use by consumers for a particular purpose. Commodity can be horticulturally
mature at any stage of development or physiological maturity.

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All plant (parts) are harvested when horticulturally mature but may be
physiologically immature or mature.
Examples of mature horticulturally but immature physiologically crops:
 sweet corn
 peas
 snap beans
 summer squash
 cucumber
 bean sprouts
Examples of mature horticulturally and physiologically crops:

 winter squash
 melons
 tomato
 pepper
ATTRIBUTES OF MATURITY INDICES
1. Age-related
a. Number of days from planting to maturity
b. Days from full bloom to harvest
2. Physical properties
a. External and internal color; useful for many horticultural products

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b. Shape; some crops are harvested when reaching a certain shape. For
example, banana (3/4 full, full ¾ and round full), cucumber
c. Solidity; headed lettuce and cabbage are harvested on the basis of the
solidity of the head
d. Texture, talks about firmness and tenderness
e. Size; may not be a good indicator of maturity as can be influenced by
many factors but useful for peas, beans, potatoes, celery
3. Morphological changes
a. Development of an abscission layer – muskmelons
b. Development of a waxy layer on the epidermis – plums, grapes, honey
dew melons
c. Development of netting on the surface – muskmelons
d. Internal structure - formation of gel-like material surrounding the
seeds of tomatoes
e. Prior to tip opening - asparagus
4. Chemical composition
a. Starch - apples, pears
b. Soluble solids /Sugars - apples, pears, stone fruits, grapes
c. Acids; sugar/acid ratio - citrus, pomegranates, kiwifruit
d. Juice content - citrus fruits
e. Per cent dry weight - avocado
f. Astringency - persimmon, dates - low levels desirable
g. Ethylene production - apples, pears (particularly those destined for
long term storage)
Why We Need Maturity Indices

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Eugenio
The definition of maturity as the stage of development giving minimum
acceptable quality to the ultimate consumer implies measurable points in the
commodity's development, and the need for techniques to measure maturity.
The maturity index for a commodity is a measurement or measurements
that can be used to determine whether a particular commodity is mature.
These indices are important to trade regulation, marketing strategy and to
the efficient use of labor and resources.
Maturity at harvest is the most important factor that determines storage-life
and final fruit quality.
Immature fruits are more subject to shriveling and mechanical damage,
and are of inferior flavor quality when ripe.
Overripe fruits are likely to become soft and mealy with insipid flavor soon
after harvest.
Fruits picked either too early or too late in their season are more
susceptible to post-harvest physiological disorders than fruits picked at the
proper maturity.
All fruits, with a few exceptions (such as pears, avocados, and bananas),
reach their best eating quality when allowed to ripen on the plant.
However, some fruits are usually picked mature but unripe so that they can
withstand the post-harvest handling system when shipped long-distance.
Most currently used maturity indices are based on a compromise between
those indices that would ensure the best eating quality to the consumer and
those that provide the needed flexibility in marketing.
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SELF-CHECK 2.4-1
True or False. Tell whether the given statement about maturity indices is true
or false. Write T if the statement is True and F if the statement is False. Write
your answer to the answer sheet.
1. Maturity indices is considered as that stage at which a commodity has

reached a sufficient stage of development that after harvesting and
post-harvest handling, its quality will be at least the minimum
acceptable to the ultimate consumer.
2. Maturity indices can be utilized as marketing strategy to obtain
premium prices for commodities.
3. All plant (parts) are harvested when horticulturally mature but may be
physiologically immature or mature.

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4. Maturity index for a commodity is a measurement or measurements
that can be used to determine whether a particular commodity is
mature.
5. Headed lettuce and cabbage are harvested on the basis of external
color.
6. Formation of gel-like material surrounding the seeds of tomatoes is a
sign of its maturity.
7. Commodity can be horticulturally mature at any stage of development.
8. Tomato is an example of mature horticulturally but immature
physiologically crops.
9. Some fruits are usually picked mature but unripe so that they can
withstand the post-harvest handling system when shipped long-
distance.
10. Maturity indices are to predict harvest date.
ANSWER KEY 2.4-1
1. F
2. T
3. T
4. T
5. F
6. T

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7. T
8. F
9. T
10. T

HARVESTING TOOLS AND MATERIALS
1. enumerate the different harvesting tools and materials;
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2. know the use of the different harvesting tools and materials; and
3. know how to use the different harvesting tools and materials.
Push Cart
Used for transporting harvested
fruits and vegetables
Plastic Crate
Used as container for harvested
Wooden Crate
Used as container for harvested

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Ladder
Used for climbing up or reaching
highly positioned fruits and
vegetables
Pole Picker
Used for picking fruit from high
branches in lieu of ladder
Pruning Scissors
Used for cutting mature fruits
and vegetables from branches

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Harvest Knife
Used for harvesting tubers and
root crops

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SELF-CHECK 2.4-2
Matching Type. Match the harvesting tools from Column I to its respective
function in Column II. Write only the letter on your answer sheet.
Column I Column II
a. used as container for harvested
1.
b. used for harvesting tubers and
root crops
2.

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c. used for picking fruit from high
branches in lieu of ladder
3.
d. used for cutting mature fruits and
vegetables from branches
4.
e. used for transporting harvested
5.

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SELF-CHECK 2.4-2
1. C
2. D
3. B
4. E
5. A

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TASK SHEET 2.4-2
Title:
Proper Handling of Harvesting Tools and Materials
Perform proper handling of harvesting tools and materials.
Supplies/Materials:
Pruning Scissor, Harvest Knife, Pole Picker, Crates
Equipment:
Push Cart, Ladder, Farm, Greenhouse
Steps/Procedure:
1. Demonstrate the proper use of pruning scissor.
2. Demonstrate the proper use of harvest knife.
3. Demonstrate the proper use of pole picker.
Assessment Method:

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PERFORMANCE CRITERIA CHECKLIST 2.4-2
CRITERIA
YES NO
Did you….
1. Use the pruning scissor properly?
2. Use the harvest knife properly?
3. Use the pole picker properly?

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Eugenio
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 fruits.
Harvesting of fruits should be done at optimum stage of maturity.
Harvesting of Fruits and Vegetables

During harvesting operation, a high standard of field hygiene should be
maintained. It should be done carefully at proper time without damaging the
fruits.
The harvesting operation includes:

1. Identification and judging the maturity of fruits.
2. Selection of mature fruits.
3. Detaching or separating of the fruits from tree.
4. Collection of matured fruits.
Methods of Harvesting
Different kinds of fruit and vegetables require different methods after
harvesting. The methods of harvesting are:
1. Manual Harvesting
2. Mechanical Harvesting
Manual Harvesting
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Harvesting by one’s own hand is called manual harvesting. It is done in
several ways:
1. Ladder/bag picking method
2. Poles/Clippers method
3. Harvesting by means of cutting knives
4. Harvesting by means of digging tools
Hand harvesting has a number of advantages over machine harvest. People

can accurately determine product quality, allowing accurate selection of
mature product. This is particularly important for crops that have a wide range
of maturity and need to be harvested several times during the season. Properly
trained workers can pick and handle the product with a minimum of damage.
Many fresh-market products have a short shelf life if they are bruised or
damaged during harvest and handling. The rate of harvest can easily be
increased by hiring more workers.
Hand harvesting also requires a minimum of capital investment. The main
problem with hand harvesting is labor management. Labor supply is a problem
for growers who cannot offer a long employment season. Labor strikes during
the harvest period can be costly. In spite of these problems, quality is so
important to marketing fresh- market commodities successfully that hand
harvesting remains the dominant method of harvest of most fruits and
vegetables and for all cut flowers.
Mechanical Harvesting

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In this method numbers of mechanical devices are used for harvesting the
produce on commercial scale.
Effective use of hand labor requires careful management. New employees
must be trained to harvest the product at the required quality and at an
acceptable rate of productivity. Employees must know what level of
performance and must be encouraged and trained to reach that level.
Mechanical harvest is currently used for fresh-market crops that are roots,
tubers, or rhizomes and for nut crops. Vegetables that are grown below ground
(radishes, potatoes, garlic, carrots, beets and others) are always harvested only
once and the soil can be used to cushion the product from machine caused
mechanical injury. Tree nuts and peanuts are protected by a shell and easily
withstand mechanical handling. A number of products destined for processing
such as tomatoes, wine grapes, beans, peas, prunes, peaches and some leafy
green vegetables are machine harvested because harvest damage does not
significantly affect the quality of processed product. This is often because the
product is processed quickly after harvest. These crops have also been
amenable to new production techniques and breeding that allow the crop to be
better suited to mechanical harvest.
The main advantage of mechanical harvest equipment is that machines can
often harvest at high rates. Tree nut harvesters, for e.g. attaching a shaking
mechanism to the tree and remove most of the nuts in few seconds. The nuts
are either caught on a fabric- covered frame or picked up from the ground by
other machines. This allows an orchard to be harvested very quickly compared
to handshaking with poles. Machine harvest also reduces management
problems associated with workers. The commodity must be grown to accept

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mechanical harvest.
Demerits of Mechanical Harvesting

Machines are rarely capable of selective harvest. Mechanical harvesting
will not be feasible until the crop or production techniques can be modified to
allow one time harvest. Harvesting machines often causes excessive product
perennial crops e.g. Bark damage from a tree shaker. The harvesting machines
are quite expensive.
SELF-CHECK 2.4-3

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Enumeration. Enumerate the required items. Write your answers in your
answer sheet.
1 - 2 Methods of Harvesting
3 - 6 Methods of Manual Harvesting
7 - 10 Procedures in Harvesting Operations

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ANSWER KEY 2.4-3
1. Manual Harvesting
2. Mechanical Harvesting
3. Ladder/bag picking method
4. Poles/Clippers method
5. Harvesting by means of cutting knives
6. Harvesting by means of digging tools
7. Identification and judging the maturity of fruits.
8. Selection of mature fruits.
9. Detaching or separating of the fruits from tree.
10. Collection of matured fruits.

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TASK SHEET 2.4-3
Title:
Methods of Harvesting
Perform methods of harvesting.
Supplies/Materials:
Pruning Scissor, Harvest Knife, Pole Picker, Crates
Equipment:
Push Cart, Ladder, Farm, Greenhouse
Steps/Procedure:
Prepare all the needed supplies, materials and equipment for harvesting.
Identify and judge the maturity of fruits and vegetables.
Select mature fruits and vegetables.
Detach or separate mature fruits and vegetables using the appropriate
tools.
Collect matured fruits.
Assessment Method:

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CRITERIA
YES NO
Did you….
equipment for harvesting?
2. Identify and judge the maturity of fruits and
vegetables?
3. Select mature fruits and vegetables?
4. Detach or separate mature fruits and vegetables

using the appropriate tools?
5. Collect matured fruits?

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Eugenio
POST-HARVEST PRACTICES
1. enumerate the different post-harvest management practices; and
2. know the principles defining each post-harvest management practices
Post-harvest management practices that reduce product loss to spoilage or

shrinkage will reduce microbial risks. These include:
1. Sorting
2. Cleaning
3. Sanitizing
4. Drying
5. Packaging
6. Cooling
7. Storing
8. Transporting

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Also includes Good Manufacturing Practices (GMPs):
1. Packing facility sanitation
• Building
• Equipment
• Storage
2. Water quality
3. Worker hygiene
PACKING HOUSE SANITATION

1. Proper sorting and culling of product.
2. Maintaining detectable free chlorine in wash waters.
3. Enforcing good worker hygiene.
4. Cleaning and sanitizing equipment.
5. Excluding all animals from Packing House, especially insects, birds and
rodents.
PACKING FACILITY
1. Should be arranged so that product moves to a cleaner area during each
step of processing.
2. Good sanitation & housekeeping should be practiced in the area – SOPs
(Standard Operating Procedures).
3. Test water frequently and maintain good records of results.
4. Cleaning supplies should be stored in a separate area.
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5. Rest rooms should not open directly into processing and packaging
areas.
6. Should have adequate lighting and shielded to protect product if
breakage occurs.
7. Processing equipment food contact surfaces should be cleaned &
sanitized and done as frequently as necessary.
8. Use only food grade machinery lubricants.
9. Exposed overhead piping & ducts should be minimized and kept clean.
10. Store packing containers away from contamination sources.
11. Packaging materials should be stored properly to prevent
contamination
12. Close doors at night.
Stainless steel surfaces are easy to clean and sanitize.

WORKERS HYGIENE
1. Workers should follow good hygienic practices to protect against

contamination of the product.

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2. Workers should receive training in proper food handling techniques, food
protection basics, personal hygiene and sanitary practices.
3. Wear clean outer garments.
4. Change clothing or don aprons if coming from the field.
5. Maintain personal cleanliness.
6. Wash hands thoroughly:
7. Remove all unsecured jewelry and other objects.
8. No eating, chewing or smoking in packing areas.
9. Gloves must be intact, clean and sanitary.
10. Wear hairnets and beard covers.
11. A worker with a health problem that could contaminate food or
food equipment shall be excluded from working with food.
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.
1. Contaminated product
2. Senescing product
3. Insect damaged product
4. Product with a broken skin
5. Product that is out of grade

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CLEANING
Provide customers with product that is attractive and clean with minimal
risk of microbial contamination. Ideally, washing, rinsing & sanitizing provides
the greatest reduction of potential microbial contamination.
Focus on Cleaning and Sanitizing

1. Cleaning means free of any visible soil & other materials.
– Involves the use of water.
– Adequate rinsing so no residue is present.
– Using water of potable quality.
2. Sanitizing is next step.

– Reduction of pathogens to non-harmful levels using PNS approved agents.
PACKAGING
1. Containers must be food grade quality.
2. Must protect integrity of the product.
3. Disposable containers should not be re-used.
STORAGE
1. Slow down product respiration rate.
2. Minimize moisture loss from the product.
3. Reduce the risk of microbial growth.
4. Extend the shelf life of the product.
Storage Area

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1. Separated from the processing area.
2. Maintain clean using good housekeeping practices.
3. Storage racks should be away from walls to allow cleaning and air
circulation.
4. Practice a “First-In”, “First-Out” system for inventory control.
5. No products, packaging materials, ingredients should be stored on the
floor.
6. Maintain a rodent control program.
7. Maintain appropriate temperature and humidity.
8. Monitor.
9. Maintain a record.
COOLING
1. Wet product can allow rapid bacterial growth if not cooled.
2. Proper storage temperature is dependent upon the vegetable or fruit.
3. To prolong the shelf life of a product, it is important to cooling it down to
slow respiration.
Steps to Aid in Cooling

1. Harvest in the morning when it is cool.
2. Keep the product out of direct sunlight.
3. Move the product to the processing facility as soon as possible.
4. Use water rinses in postharvest handling.
5. Move product into a cooler as soon as possible after processing.
TRANSPORTATION
1. Ownership of product until transferred.
2. Take precautions to minimize risk of microbial contamination during
transit.
3. Attention to:
• Food contact surfaces.
• Time and temperature abuse.
• Product integrity – potential or opportunity for unintentional or
intentional contamination.
• Other uses of the vehicle.

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SELF-CHECK 2.4-4
Arrange the following post-harvest practices in chronological order. Write your

answers in your answer sheet.
SANITIZING
TRANSPORTIN
HARVESTING
COOLING
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CLEANING
SORTING
DRYING
PACKAGING
STORING
DISPLAYING
ANSWER KEY 2.4-4
1. Harvesting
2. Sorting
3. Cleaning
4. Sanitizing
5. Drying
6. Packaging
7. Cooling
8. Storing
9. Transporting
10. Displaying
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TASK SHEET 2.4-4
Title:
Post-Harvest Practices
Perform proper post-harvest practices.

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Supplies/Materials:
Packaging Materials, Crates
Equipment:
Post-Harvest Facility
Steps/Procedure:
Observe proper worker hygiene.
Clean the packing facility according to standards.
Receive harvested fruits and vegetables from the field.
Remove product or portions of product that may detract or pose a risk
for shortened shelf life and/or contamination by a microbial organism.
Was and rinse the fruits and vegetables.
Pack the fruits and vegetables using appropriate packing materials.
Store the fruits and vegetables in a cold storage area.
Prepare the fruits and vegetables for delivery.
Assessment Method:
CRITERIA YES NO

Organic Page 154 of
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Eugenio
Did you….
1. Observe proper worker hygiene?
2. Clean the packing facility according to

standards?
3. Receive harvested fruits and vegetables from

the field?
4. Remove product or portions of product that

may detract or pose a risk for shortened shelf
life and/or contamination by a microbial
organism?
5. Wash and rinse the fruits and vegetables?
6. Pack the fruits and vegetables using

appropriate packing materials?
7. Store the fruits and vegetables in a cold storage

area?
8. Prepare the fruits and vegetables for delivery?

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PRINCIPLES OF 5S AND 3RS
1. define the principles of 5S and 3Rs; and
2. enumerate and Describe the 5S and 3Rs
Introduction
In our workplace, it is important to keep everything in the right place
and in the right order. To be able to determine whether an item is important,
semi-important or not important at all and where to place the said items based
on their importance.
The 3Rs in basically caring for the environment on how to minimize and
manage our waste when we work.
5S in the Workplace
Many manufacturing facilities have opted to follow the path towards a “5S”
workplace organizational and housekeeping methodology as part of continuous
improvement or lean manufacturing processes.
5S is a system to reduce waste and optimize productivity through
maintaining an orderly workplace and using visual cues to achieve more
consistent operational results (see chart below). The term refers to five steps –
sort, set in order, shine, standardize, and sustain – that are also sometimes
known as the 5 pillars of a visual workplace. 5S programs are usually
implemented by small teams working together to get materials closer to
operations, right at workers’ fingertips and organized and labeled to facilitate
operations with the smallest amount of wasted time and materials.
The 5S system is a good starting point for all improvement efforts aiming
to drive out waste from the manufacturing process, and ultimately improve a
company’s bottom line by improving products and services, and lowering costs.
Many companies are seeking to making operations more efficient, and the
concept is especially attractive to older manufacturing facilities looking to
improve the bottom line by reducing their costs.
“A place for everything, and everything in its place” is the mantra of the
5S method, and storage and workspace systems such as those provided by
Lista International allow improved organization and maximum use of cubic
space for the highest density storage. The result is an improved manufacturing
process and the lowest overall cost for goods produced.

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The 5 Pillars of Visual Workplace
Implementing the 5S method means cleaning up and organizing the
workplace in its existing configuration. It is typically the first lean method that
organizations implement. This lean method encourages workers to improve
their working conditions and helps them to learn to reduce waste, unplanned
downtime, and in-process inventory.
A typical 5S implementation would result in significant reductions in the
square footage of space needed for existing operations. It also would result in
the organization of tools and materials into labeled and color coded storage
locations, as well as “kits” that contain just what is needed to perform a task.
The 5S methodology is a simple and universal approach that works in
companies all over the world. It is essentially a support to such other
manufacturing improvements as just-in-time (JIT) production, cellular
manufacturing, total quality management (TQM), or six sigma initiatives, and is
also a great contributor to making the workplace a better place to spend time.
Table 1 (below) provides an overview of the 5 pillars, with a brief
definition of what the step means in a manufacturing context, why it’s
important, and the list of problems it avoids if implemented.
Pillar What does it Why is it What problems

mean? important? are avoided?
Sort Remove all Space, time, The factory
items not money, energy, becomes
needed for and other increasingly
current resources can crowded and
production be managed hard to work
operations. and used most in.
effectively. Storage of
Leave only the Reduces unneeded items
bare essentials: problems and gets in the way
When in doubt, annoyances in of
throw it out. the work flow. communication
Improves .
communication Time wasted
between searching for
workers. parts/tools.
Increases Unneeded
product quality. inventory and
Enhances machinery are
productivity. costly to

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maintain.
Excess stock
hides
production
problems.
Unneeded
items and
equipment
make it harder
to improve the
process flow
Set in order Arrange needed Eliminates Motion waste.

items so that many kinds of Searching
they are easy to waste, waste.
use. including: Waste of
Label items so Searching human energy.
that anyone waste. Waste of excess
can find them Waste due to inventory.
or put them difficulty in Waste of
away. using items. defective
Waste due to products.
difficulty in Waste of unsafe
returning conditions.
items.
Shine Keep Turn the Lack of
everything, workplace into sunlight can
every day, a clean, bright lead to poor
swept and place where morale and
clean. everyone will inefficient work.
enjoy working. Defects are less
Keep things in obvious.
a condition so Puddles of oil
it is ready to be and water
used when cause slipping
needed. and injuries.
Machines that
do not receive

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sufficient
maintenance
tend to break
down and
cause defects.
Standardize Integrates Sort, By ensuring Conditions go
Set in Order, conditions do back to their
and Shine into not deteriorate old undesirable
a unified whole. to former state, levels.
facilitates Work areas are
implementation dirty and
of the first cluttered.
three pillars. Tool storage
sites become
disorganized
and time
wasted
searching for
tools.
Clutter starts to
accumulate
over time.
Backsliding
occurs.
Sustain Making a habit Consequences Unneeded
of properly of not keeping items begin
maintaining to the course of piling up.
correct action greater Tools and jigs
procedures. than do not get
Instill discipline consequences returned to
necessary to of keeping to it. their
avoid designated
backsliding places.
No matter how
dirty equipment
becomes,
nothing is done
to clean it.
Items are left in
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a hazardous
orientation.
Dark, dirty,
disorganized
workplace
results in lower
morale.
Benefits to the company from using the 5S methodology include raising

quality, lowering costs, promoting safety, building customer confidence,
increasing factory up-time, and lowering repair costs.
Principles of the 3Rs

The three R's - reduce, reuse and recycle - all help to cut down on the
amount of waste we throw away. They conserve natural resources, landfill
space and energy.
Plus, the three R's save land and money communities must use to dispose
of waste in landfills. Siting a new landfill has become difficult and more
expensive due to environmental regulations and public opposition.
The hard fact is that global warming, deforestation and other earthly ills
cannot be solved by switching brands. It takes resources to manufacture and
transport all products, even those made from recycled content. At the very
least, energy is spent. And spending resources leaves the world poorer, not
better off.
Reduce - "Reduce" means using fewer resources in the first place. This is the
most effective of the three R's and the place to begin. But you don't need to let
go completely or all at once. "Reduce" is a comparative word. It says: cut back
from where you are now.
When you shop, shop differently. Look for things that will last -- things that
are not just durable and well-made, but useful and beautiful enough to please
you for a long time. The extra money you spend on their acquisition will be
offset by the money you do not spend replacing them.
When you make a purchase, find out how to keep the item in shape. Then,
maintain it accordingly and repair it when necessary.
In addition, try these ways of reducing your use (and abuse) of resources:
• Buy products in bulk. Larger, economy-size products or ones in
concentrated form use less packaging and usually cost less per ounce.
• Avoid over-packaged goods, especially ones packed with several
materials such as foil, paper, and plastic. They are difficult to recycle,
plus you pay more for the package.
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• Avoid disposable goods, such as paper plates, cups, napkins, razors,
and lighters. Throwaways contribute to the problem, and cost more
because they must be replaced again and again.
• Buy durable goods - ones that are well-built or that carry good
warranties. They will last longer, save money in the long run and save
landfill space.
• At work, make two-sided copies whenever possible.
• Maintain central files rather than using several files for individuals.
• Use electronic mail or main bulletin board.
• Use cloth napkins instead of paper napkins.
• Use a dish cloth instead of paper towels.
Reuse - Before you recycle or dispose of anything, consider whether it has life
left in it. A jam jar can store leftovers. Food scraps can become compost. An old
shirt can become a pajama top. An opened envelope can become a shopping
list. A magazine can be shared. DVDs can be traded. A dishwasher can be
repaired. A computer can be upgraded. A car can be resold. A cell phone can be
donated.
Reusing keeps new resources from being used for a while longer, and old
resources from entering the waste stream. It's as important as it is
unglamorous. Think about how you can do it more.
It makes economic and environmental sense to reuse products. Sometimes it
takes creativity:
• Reuse products for the same purpose. Save paper and plastic bags, and
repair broken appliances, furniture and toys.
• Reuse products in different ways. Use a coffee can to pack a lunch; use
plastic microwave dinner trays as picnic dishes.
• Sell old clothes, appliances, toys, and furniture in garage sales or ads, or
donate them to charities.
• Use resealable containers rather than plastic wrap.
• Use a ceramic coffee mug instead of paper cups.
• Reuse grocery bags or bring your own cloth bags to the store. Do not
take a bag from the store unless you need one.
Recycle - The final, and probably the best known, R stands for recycling. As
you probably know, recycling is the process of remanufacturing a product to be
sold as new. Along with the basics of paper, plastic, glass, and cardboard
there are tons of items which can be recycled that you may not even realize.
And remember, recycling only works if you complete the process by buying
recycled materials. Start recycling today by doing any of the following:

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• Buy products made from recycled material. Look for the recycling symbol
or ask store managers or salesmen. The recycling symbol means one of
two things - either the product is made of recycled material, or the item
can be recycled. For instance, many plastic containers have a recycling
symbol with a numbered code the identifies what type of plastic resin it
is made from. However, just because the container has this code does
not mean it can be easily recycled locally.
• Check collection centers and curbside pickup services to see what they
accept, and begin collecting those materials. These can include metal
cans, newspapers, paper products, glass, plastics and oil.
• Consider purchasing recycled materials at work when purchasing
material for office supply, office equipment or manufacturing.
• Speak to store managers and ask for products and packaging that help
cut down on waste, such as recycled products and products that are not
over packaged.
• Buy products made from material that is collected for recycling in your
community.
• Use recycled paper for letterhead, copier paper and newsletters.
SELF- CHECK 2.4-5
Multiple Choice: Choose the letter that best defines the statement. Write the
letter of your choice on your answer sheet.
1. Integrates sort, set in order and shine into a unified whole.

A. Sort
B. Shine
C. Set in order
D. Standardize
E. Sustain
2. Remove all items not needed for current production operations.

A. Sort
B. Shine
C. Set in order
D. Standardize
E. Sustain
3. Keep everything, everyday, swept and clean.

A. Sort

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B. Shine
C. Set in order
D. Standardize
E. Sustain
4. Making a habit of properly maintaining correct procedures. Instill discipline

necessary to avoid backsliding.
A. Sort
B. Shine
C. Set in order
D. Standardize
E. Sustain
5. Arrange needed items so that they are easy to use. Label items.
A. Sort
B. Shine
C. Set in order
D. Standardize
E. Sustain
6. Using fewer resources in the first place. This is the most effective of the three
R's. Use email or main bulletin board.
A. Reduce
B. Reuse
C. Recycle
D. Sort
7. The process of remanufacturing a product to be sold as new.

A. Reduce
B. Reuse
C. Recycle
D. Sustain
8. Keeps new resources from being used for a while longer, and old resources
from entering the waste stream.
A. Reduce
B. Reuse
C. Recycle
D. Shine
9. Use a ceramic coffee mug instead of paper cups.

A. Reduce
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B. Reuse
C. Recycle
D. Set in Order
10. Buy durable goods - ones that are well-built or that carry good warranties.
They will last longer, save money in the long run and save landfill space.
A. Reduce
B. Reuse
C. Recycle
D. Standardize
ANSWER KEY 2.4-5
1. D
2. A
3. B
4. E
5. C
6. A
7. C
8. B
9. B
10. A

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INSTRUMENT FOR INSTITUTIONAL ASSESSMENT
EVIDENCE PLAN
Qualification Title ORAGNIC AGRICULTURE PRODUCTION NC II
Unit of Competency PRODUCE ORGANIC VEGETABLES

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The evidence must show that the candidate… Ways in which evidence will
be collected
Third party
Demonstra
Question/
interview
Written
report
tion
 Seed selection was properly identified
 Preparation of seedbed was done in

accordance with PNS Standards
 Proper care and maintenance of seedlings

are carried out.
 Preparation of potting media are carried

out with enterprise procedure
 Land preparation was properly carried out.

With enterprise practice
 The incorporation of organic fertilizers and
concoctions are applied in the soil following
enterprise procedure
 Seedlings are transplanted based on VPM

recommendations
 Watering of seedlings are performed based

on VPM recommendations .
 Proper implementation of water

management plan.
 Effective control measures. Were

determined on specific pests and diseases
using organic pesticides
 Organic fertilizers were applied in

accordance with fertilization policy of the
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PNS.
 Maturity indices are checked according to

enterprise practice
 Marketable products are harvested

following PNS-Organic agriculture and
enterprise practice
 Classification of vegetables according to

PNS-Organic agriculture and enterprise
practice
 Appropriate harvesting tools and materials

are used in accordance with PNS..
 Post harvest practices were applied

according to PNS and GAP
recommendations.
 Production records are properly kept.
Prepared Date:
by:
Checked Date:
by:
COMPETENCY ASSESSMENT RESULTS SUMMARY

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Candidate’s Name:
Assessor’s Name:
Qualification:
Date of Assessment:
Assessment Center:
The performance of the candidate in the following

assessment methods – Produce Organic Not
Concoctions and Extracts Satisfactory
Satisfactory
[Pls. check () appropriate box]
A. Demonstration with Oral Questioning
B. Written Exam
Did the candidate's overall performance meet the

required evidences/ standards?
OVERALL EVALUATION COMPETENT NOT YET COMPETENT
Recommendation
For re-assessment.
_______________________________________________________
For submission of document. Pls. specify (Portfolio Document)
_____________________
For issuance of NC ______________________________________________________

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General Comments [Strengths / Improvements needed]
Candidate’s
signature: Date:
Assessor’s
Date:
signature:

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RATING SHEET FOR OBSERVATION/ WITH ORAL QUESTIONING
Candidate’s
Name:
Assessor’s Name:
Assessment
Center:
Qualification: ORGANIC AGRICULTURE PRODUCTION
Unit of
Competency
Instructions for the assessor:
Date of observation:
Description of assessment
activity:
Location of assessment
activity:
If yes, tick the

During the performance of skills, the candidate….
box
 Showed correct skills in determining healthy

chicken/breed.
 Developed effective working skills towards

others.
 Demonstrated appropriate manner in dealing

with others during the demonstration

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 Observed cleanliness and orderliness in the

workplace.
 Practiced proper record keeping.. 
 Showed interest in any group activity given to

them.
Assessor’s signature: Date:
RATING SHEET FOR OBSERVATION/DEMONSTRATION WITH ORAL

QUESTIONING
Satisfactory
response
The candidate should answer the following

Yes No
questions:
 How will you be able to identify the different types
of vegetables?
 What will you do during land preparation?
 In case of unexpected incident or problem that will

arise in the conduct of activities, what should you
do?
 What will you do in case there are untoward

incidents during the practical exercise?
 How will you convince others to choose vegetable

production or farming other than ornamental
gardening?
The candidate’s underpinning knowledge was:

Satisfactory  Not Satisfactory 

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Feedback to candidate:
The candidate’s overall performance was:

Satisfactory  Not Satisfactory 
Assessor signature: Date:

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RATING SHEET FOR WRITTEN TEST
Candidate’s
Name:
Assessor’s Name:
Assessment
Center:
Qualification: ORGANIC AGRICULTURE PRODUCTION
Unit of
Competency
Instructions for the assessor:
Date of observation:
Description of assessment
activity:
Location of assessment
activity:
During the performance of skills, the candidate…. If yes, tick the box

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
Assessor’s signature: Date:
SUGGESTED QUESTIONS AND ANSWERS FOR OBSERVATION /

DEMONSTRATION
Qualification:
Unit of Competency PRODUCE ORGANIC VEGETABLES
1. Explain how will you choose and the criteria to be considered in

selecting seeds
Answer:
2. What are the different activities in the Land preparation stage of

vegetable production?
Answer:
3. What will you do during the growing period of your vegetables?

Answer:

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1. In case of infestations of your crops planted, what are the different plant
care activities?
Answer:
6. Explain the importance of growing organic vegetables?

Answer:
WRITTEN TEST
INSTITUTIONAL ASSESSMENT
Multiple Choice: Choose the letter of the correct answer from the given choices.
1. A place where plants are grown, nurtured and sold out.

A. Green house
B. Nursery
C. Shed
D. Pen

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2. A type of nursery that is developed only to fulfill the requirement of the
season or a targeted project.
A. Temporary
B. Permanent
C. Flowers plant
D. Forest
3. A type of nursery that accommodates flowering plants
A. Temporary
B. Permanent
C. Flowers plant
D. Forest
4. A type of nursery that accommodates vegetables and fruit plants
A. Temporary
B. Permanent
C. Flowers plant
D. Forest
6. The process by which an organism grows from a seed or similar structure
A. Sowing
B. Transplanting
C. Germination
D. Production
7. The following are the most important external factors in seed germination
except
A. Temperature
B. Oxygen
C. Air
D. Moisture
8. A factor in seed germination that is responsible for keeping the seeds moist.
A. Water
B. Oxygen
C. Temperature

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9. A factor in seed germination that affect the cellular metabolic growth rates
A. Water
B. Oxygen
C. Temperature
10. A factor in seed germination that is required by the seed for metabolism
A. Water
B. Oxygen
C. Temperature
11. A type of source of water that is an excavation created in the ground by
digging, or drilling to access ground water in underground aquifers.
A. Rain harvest
B. Irrigation canal
C. Deep well
D. Spring
12. A type of source of water that depends on the National Irrigation Authority
A. Rain harvest
B. Irrigation canal
C. Deep well
D. Spring
13. A type of source of water that collects and accumulates rain water
A. Rain harvest
B. Irrigation canal
C. Deep well
D. Spring
14. A type of source of water where waterflows from a aquifer to the earth’s
surface.
A. Rain harvest
B. Irrigation canal
C. Deep well
D. Spring
15. A method of delivery which is a basic and practical technique, far more
practical than scooping it up with one's hands or lifting it in a hand-held
bucket.
A. Wind pump
B. Irrigation canal
C. Water pump
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D. Spring
16. A method of delivery which uses a wind mill to pump out water
A. Wind pump
B. Ram pump
C. Water pump
17. A method of delivery which is powered by falling water
A. Wind pump
B. Ram pump
C. Water pump
18. An Irrigation system using shallow trenches between raised beds that
channels water to plant roots.
A. Furrows
B. Sprinklers
C. Drip
D. Soaker-hose
19. An Irrigation system that uses a rubber hose perforated with tine pores
that leak water
A. Furrows
B. Sprinklers
C. Drip
D. Soaker-hose
20. An Irrigation system that provides water slowly through holes in flexible
plastic pipes
A. Furrows
B. Sprinklers
C. Drip
D. Soaker-hose
21. The following insects have complete life cycle EXCEPT:
A. grasshopper
B. moth
C. beetles
D. butterflies
22. These are insects that attack plants below the surface of the soil.
A. chewing insects
B. piercing-sucking insects
C. subterranean insects
D. internal feeder insects
23. These insects have a slender and sharp pointed part of the mouth part
which is thrust into the plant and through which sap is sucked.
A. chewing insects
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24. These are insects that gain entrance to plants either in the egg stage when
the female thrust into the tissues with sharp ovipositors and deposit the eggs
there, or by eating their way in after they hatch from the eggs.
A. chewing insects
25. These are pests that cause considerable damage because they gnaw or eat
out sections of the fruit, and may cause the fruit to rot.
A. aphids
B. fruitworms
C. loopers
D. thrips
26. These are small, sluggish soft-bodied insects often called plant lice.
A. aphids
B. fruitworms
C. loopers
D. thrips
27. These are soil insects that attack corn, beans and potato tubers and other
root vegetable crops.
A. wireworms
B. white grubs
C. pinworms
D. spider mites
28. The following are piercing-sucking insects EXCEPT:
A. aphids
B. squash bugs
C. wireworms
D. leafhoppers
29. These insects puncture plants, rasp the surface and then suck the juice
causing the formation of whitish blotches that first appear as dashes.
A. aphids
B. fruitworms
C. loopers
D. thrips
30. These insects pierce leaf tissue and suck sap causing the plants attacked
to lose color, fading from green to yellow and eventually turn red.
A. wireworms
B. white grubs
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C. pinworms
D. spider mites
TEST II - Identification
Write down the best answer being described
1. A very stable organic material that holds water and air well, does not
decompose quickly and drains freely
2. An excellent substitute for sphagnum peat as the base potting mix
ingredients in Soilless potting mixes
3. Is the snowy white granular particles that look like small pieces of Styrofoam
you will see in many potting mediums.
4. Doesn't hold water well and too much can hinder drainage. Clean, washed
sand has a near neutral pH with no nutrient value for plants
5. Sometimes incorporated in both commercial and homemade potting mixes it
is considered by many as an unsuitable potting mix ingredients to use
6. This is done before putting any control program into practice
7. Regularly done to determine pest populations
8. This will determine when control methods need to be applied to prevent
economic losses.
9. Can prevent reduce pest problems. Cover crops between rows and mulching
within rows can reduce weed problems.
10. Encouraging beneficial, or the pests natural enemies, by providing
environments for them to overwinter will assist in control.
TEST III – Essay: (20 Points)
Write down and discuss the answers to the question below:
1. What are the step by step procedure for both beneath and surface
of the soil land preparation?
TEST I - ANSWER KEY

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1. B
2. A
3. C
4. B
5. D
6. C
7. D
8. A
9. C
10. B
11. C
12. B
13. A
14. D
15. C
16. A
17. B
18. A
19. D
20. C
21. A
22. C
23. B
24. D
25. B
26. A
27. A
28. C
29. D
30. D
TEST II – Identification: ANSWER KEY
1. Sphagnum peat
2. Coconut coir
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3. Perlite
4. Potting sand
5. Soil
6. Identification
7. Monitoring
8. Thresholds
9. Cultural control
10. Biological control
TEST III – Essay : ANSWER KEY
Beneath the soil

1. Make a canal in the middle of the plot. Dump the soil at the sides of the
canal. This will be used as cover
3. Scatter the organic matter along the canal in the plot
4. Sprinkle organic fertilizer at the rate of 100g/sqm
5. Water the organic matter with diluted IMO in water. 20ml/L of water
6. Cover the organic matter using the soil at the sides of the canal
Surface of the soil

1. Sprinkle organic fertilizer at a rate of 100g/sqm
3. Water the plot with diluted IMO in water. 20ml/L of water

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Produce Organic Vegetables 2013

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COMPETENCY BASED LEARNING MATERIAL

Qualification: ORGANIC AGRICULTURE PRODUCTION NC II

Unit of Competency: PRODUCE ORGANIC VEGETABLES

Module Title: PRODUCING ORGANIC VEGETABLES

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY

Welcome to the Module Produce Organic Vegetables. This module

The unit of competency Producing Organic Vegetables is one of the

You are required to go through a series of learning activities in order to

Recognition of Prior Learning (RPL)

If you can demonstrate to your trainer that you are competent in a

Date Developed: Document No.

No. Unit of Competency Module Title Code

Produce Organic Producing Organic AGR611306

Produce Organic Producing Organic AGR611301

Produce Organic Producing Organic

Date Developed: Document No.

UNIT OF COMPETENCY: PRODUCE ORGANIC VEGETABLES

MODULE TITLE: PRODUCING ORGANIC VEGETABLES

MODULE DESCRIPTOR: This module covers the knowledge, skills and

NOMINAL DURATION: 21 Hours

Date Developed: Document No.

Date Developed: Document No.

1. Seeds are selected in accordance with the PNS, and NSQCS/BPI

Date Developed: Document No.

QUALIFICATION ORGANIC AGRICULTURE

UNIT OF COMPETENCY PRODUCE ORGANIC VEGETABLES

MODULE TITLE PRODUCING ORGANIC

Date Developed: Document No.