Agriculturalscience Year10

The TEST Section of the Ministry of Education owns the copyright to this textbook, Revised Agricultural
Science for Year 10, which is based on the Year 10 Agricultural Science Syllabus, 2018.
Schools may reproduce this in part or in full for classroom purposes only. No part of this publication may
be reproduced, stored in a retrieval system, or transmitted, in any form or means, electronic, mechanical,
photocopying, recording or otherwise, without the permission of the Technology and Employments Skills
Training Section of the Ministry of Education, Fiji.
Issued free to schools by the Ministry of Education
Copyright ©28th January, 2018

Technology and Employment Skills Training
Ministry of Education, Heritage & Arts, Fiji
All Rights Reserved.
No part of this publication may be reproduced, stored in a
Retrieval system, or transmitted, in any form or means,
electronic, mechanical, photocopying, recording or
otherwise,without the permission of the
Technology and Employment Skills
Training Section of the
Ministrof Education,
Heritage & Arts
Fiji
Published by
Technology and Employment Skills Training Section
Ministry of Education
Level 1, Harbour Front Building
Rodwell Road
Private Mail Bag
Suva
Fiji
Phone 3306077
Email: www.education.gov.fj
: test_info@govnet.gov.fj
i
PREFACE
This Textbook has been revised and edited for Year 10 Agricultural Science Syllabus implemented in Fiji
Secondary Schools this year, 2018. It is the second edition of the Year 10 Agricultural Science resource
material for teachers.
The competencies have been identified as those necessary for successful learning of students. This guide
provides learning experiences that integrates theory and practical to develop an appreciation for and an
interest in the field of agriculture and ultimately bring about a true sense of sustainability.
The textbook is divided into four strands and six sub-strands. It is hoped that this textbook is used in
conjunction with the syllabus to fully cover the Year 10 syllabus.
Ministry of Education
Suva
15th January 2018
ii
ACKNOWLEDGEMENT
This textbook has been produced by the Agricultural Science Section of the Technology And
Employment Skills Training Section of the Ministry of Education.
It has been edited and compiled by:

(i) Mrs. Salote Matameli (Assemblies of God High School)
(ii) Ms. Asena Rokosaqiwa (Nabua Secondary School)
(iii) Ms. Josifini Tuwai (Rishkul Sanatan College)
(iv) Mr. Dhirendra Singh (Vunimono High School)
(v) Mr. Vikal Prakash (Suva Grammar Secondary School)
The publication has been made possible through the support and assistance provided by the Agricultural
Science Senior Education Officers; Mrs. Seforosa Savena and Mrs. Viori Odro with guidance from the
Principal Education Officer of the Technology and Employment Skills Training Section; Mrs. Makelesi
Driu and staff of the TEST Section of the Ministry of Education, Fiji for their patience and support in
vetting and publishing this book.
Appreciation is extended to the TEST ITO Mrs.Kinisimere Vakaliwaliwa for designing the cover page of
this Year 10 Agricultural Science textbook.
Acknowledgement is also extended to Google International for the availability of images used to illustrate
concepts presented in this book.
Above all the family members of the writers are thanked for their patience and whole hearted support.
While every effort has been made to trace and acknowledge copyright, the Ministry of Education
apologises for any accidental infringement.
iii
CONTENTS GENERAL INSTRUCTIONS TO STUDENTS
PAGE
1
STRAND AS10.1 AGRICULTURAL CONCEPTS

AS 10.1.1 GENERAL AGRICULTURE 2
STRAND AS10.2 FARM MANAGEMENT

AS 10.2.1 PHYSICAL CAPITAL 19
AS 10.2.2 FINANCIAL CAPITAL 30
STRAND AS10.3 AGRONOMY

AS 10.3.1 SOILS 37
AS 10.3.2 HORTICULTURE 56
STRAND AS10.4 LIVESTOCK PRODUCTION
AS 10.4.1 POULTRY 87
REFERENCE 133
iv
GENERAL INSTRUCTIONS TO STUDENTS
To gain maximum benefit from this guide you will have to follow all the instructions carefully. Given
below are the key points which you need to be familiar with to use this guide correctly.
LESSON OUTCOME
These are specific objectives for individual lessons. This is what you are required to facilitate and the
students to master at the end of each class.
VOCABULARY LIST
This contains definitions of some challenging words that have appeared for the first time during the
course.
NOTES
This contains detailed information for you to be able to facilitate each lesson. This is designed to provide
you with the necessary knowledge to be able to achieve the objective of the lesson.
NB: However the information you can use is not just limited to the notes.
STUDENT ACTIVITY
The students are presented with series of tasks which they must complete. These tasks are based on the
learning outcome of one particular lesson. This is COMPULSORY and will help achieve the aims of an
individual lesson.
SUMMARY
This highlights the main points of the lesson.
SELF EVALUATION
At the end of each class there are a set of questions that the students can use to see how much they have
learnt in that lesson and evaluate themselves for each lesson. These questions come as:
(i) FILL IN THE BLANKS/COMPLETE THE SENTENCE
The students are required to fill the spaces with appropriate word(s) from their NOTES
SUMMARY to correctly complete the sentences.
(ii) MATCHING
The students are to match the terms in LIST A with the correct descriptions in LIST B. they are
to write the number of the description in the box besides the matching term.
(iii) SHORT ANSWER
The students are to answer each question by listing the correct answer(s).
(iv) WORD PUZZLE
The students are to find the given words in the puzzle.
(v) SCRAMBLED WORDS
The students are to make a correct word from the jumbled words
1
STRAND AS 10.1
AGRICULTURAL
CONCEPTS
AS10.1.1 GENERAL AGRICULTURE
The student will appreciate, discuss and

evaluate agricultural concepts and relate them
to practices in Fiji. They will also discuss the role
of agriculture in Fiji’s economy, recognize career
opportunities in the agricultural sector and
understand organic farming.
2
SUBSTRAND AS 10.1.1 GENERAL AGRICULTURE
CONTENT LEARNING OUTCOME
AS 10.1.1.1 Recognise and discuss the importance of Import And Export
of Agricultural Commodities in Fiji.
LESSON 1 MAJOR PRODUCTS IN FIJI
LESSON OUTCOME:
At the end of this lesson the student will :
1. state the importance of export and import of agricultural commodities

2. list raw and processed agricultural and non- agricultural products
3. identify agricultural and non-agricultural major exports and imports of Fiji
VOCABULARY
Export - Selling goods and services to other countries.
Import - Buying goods and services from other countries.
NOTES
Fiji has about 142,000 ha of cultivated land. Sugar dominates the area of cultivable land in Fiji. Fiji
exports a range of products (agricultural and non-agricultural) from Fiji.
Importance of Export and Import
 Exports and imports help in the growth of national economies and expand the global market
 Some countries have advantage over other countries in resources and skills thus exports or imports
are encouraged
 Imports encourage goods to be brought from overseas which are not available locally or at a
cheaper price
 At times imported products provide better prices and more choice to consumers, helps in better
standard of living
 Importing more than exporting leaves a country in a deficit
 Export encourages more economic activity in a country by increasing production, providing
employment and increasing the revenue in a country.
 Exports increase the gross domestic product in a country. Net export increases the wealth in a
country
3
PRODUCTS PRODUCED IN FIJI
Primary Production Secondary Production
Agricultural Agricultural Non-agricultural
Sugar Cane, Copra, Paddy rice, Virginia Tobacco, Sugar, Coconut Oil, Gold ,Silver, Cement,
Cocoa, Beef, Pork, Goat, Chicken, Eggs , Fish, Sharps, Flour, Butter, Beer, Paint, Soap,
Ginger, Yaqona , Taro, Cassava, Yams, Kumala, Cigarettes, Saw Log, Matches, Electricity,
Pineapple, Batiri orange, Maize, Vanilla , Stock feed, Ice-Cream, Non -
Passionfruit, Pulses, Pawpaw, Mangoes. Alcoholic Drinks, Toilet
Paper, Garments.
Major exports of Fiji Major Imports of Fiji

Agricultural Non-agricultural Agricultural Non-agricultural
Sugar Raw, Waters, Beverage Non-Alcoholic, Milk (liquid and all Petroleum (Fuel and
Pastry, Taro, Molasses, garments, Mineral powdered) and milk other products),
Flour of Wheat, Crude Water, Gold. products, breakfast garments
Materials, Macaroni, cereals, biscuit, rice,
Preparations of Beef poultry products, lamb
Meat, Ginger, Breakfast and mutton, whole
Crackers, Coconut oil, wheat and barley grains,
Papayas, Fresh fruits
vegetables, Canned
vegetables.
STUDENT ACTIVITY
1. State five major agricultural products cultivated in Fiji.

2. State five major primary products produced in Fiji.
3. State five major secondary products produced in Fiji.
4. State five major products imported in Fiji.
5. Explain why some products that can be produced locally are imported.
6. Explain why wheat and apple have to be imported.
SUMMARY
Fiji exports a number of products from Fiji. Sugar is still the most important crop exported from Fiji. Fiji
also imports some of the products it produces because of a high demand and low production.
SELF EVALUATION
1. Differentiate between imported and exported products in Fiji. Give examples.

2. Discuss the importance of exporting goods to other countries.
4
LESSON 2 CHARACTERISTICS OF AGRICULTURAL PRODUCTS
LESSON OUTCOME
At the end of this lesson the student will describe characteristics of agricultural products.
VOCABULARY
Consumers - is a person or group of people, such as a household, who are the final
users of products or services.
Perishable - decay or spoil easily.
NOTES
Agricultural products are perishable foods. It includes foods like fresh meat, seafood, and ripe fruits.
While non-perishable are items that do not spoil or decay, for example; canned goods, all pasta types,
sugar, flour, spices are non-perishable as well. The quality of a product may be defined as “its ability to
fulfill the consumer’s needs and expectations”. These qualities can be inherited or acquired. Quality of
products directly affects the price of the products. Quality characteristics can either be inherited or
acquired. Acquired characteristic is a non-inheritable change in the function due to modification and
other environment effects. Some examples of acquired characteristics are foreign matter, damaged,
immature, broken, holes, packaging, and pest infestation. An inherited characteristic is a trait or
character genetically inherited from parents or passed on from generation to generation. Some
examples of inherited characteristics are shape, size, colour, odour, taste, texture, weight, strength.
How to maintain the quality of farm products?

 Selecting the right land to be cultivated for food crop production;
 Planting the best-quality seeds of the most appropriate varieties;
 Using authorized and acceptable chemical inputs (fertilizers, pesticides) according to approved
directions (e.g. concentration, frequency, timing of use);
 Controlling the quality of irrigation water (if used);
 Using appropriate harvesting and on-farm storing and handling techniques;
 Using appropriate methods for transporting to markets or food processors.
Good quality products Poor quality products
Which of the two products would you buy? Why?
5
STUDENT ACTIVITY
1. State what quality means to you as a consumer.
2. State some good and bad qualities of an agricultural product of your choice (Paste pictures).
3. How can farmers maintain quality of agricultural products?
SUMMARY
Quality of products directly determine the price and demand for agricultural products, therefore
farmers need to produce high quality products. Product quality has to be maintained from farm before it
enters the market for farmers to receive maximum price.
SELF EVALUATION
Explain how you will maintain quality for a perishable product of your choice.
6
AS 10.1.1.2 Recognise careers in the agriculture sector.
LESSON 1 CAREERS IN AGRICULTURE
LESSON OUTCOME
At the end of this lesson the student will identify career opportunities in agriculture, related activities
and industries.
VOCABULARY
Career - is an individuals' journey through learning, work and other aspects of life
NOTES
The careers, vocations and occupations are divided into the four sections based on the education level
required, which is stated in the boxes to the right of the diagram.
LEVEL ONE LEVEL ONE –

landscape architect, land valuer, agricultural scientist, chemical scientist, entomologist, Tertiary
journalist, agronomist, horticulturist, biotechnician, chemical engineer, agricultural education
engineer, agricultural lecturer, agricultural technician, natural resource manager, including
agricultural economist, forester, veterinary surgeon, plant pathologist, farm Diploma, Degree
accountant, botanist, farm adviser, farm manager, agricultural science teacher, and Post
biological scientist, soil scientist, dairy technologist, mill manager, extension officer,
Graduate
kitchen managers
LEVEL TWO
-Form 7, Vocational
LEVEL TWO agriculture certificate,
Stock and station agent, farm manager, administrative officer, salesperson, Certificate on the job
bank and financial officer, exporter, transport administrator, aquacultural training or above
technician, farmer, mechanic, grounds man, landscaper, chefs
LEVEL THREE -
LEVEL THREE Form 6 and on the
timber technologist, gardener, saw doctor, jockey, saddler, land
job training or
broker, stock agent, animal technician, forestry technical officer,
auctioneer, market vendor, meat inspector, commodity grader, above
cheese maker, veterinary nurse, pest control officer,
salesperson, cooks
LEVEL FOUR -
LEVEL FOUR on the job training
fruit picker, artificial inseminator, pest controller, or above
meat worker, shed hand, tannery worker, apiarist,
sawmill hand, animal care attendant, farrier, shearer,
stable hand, nursery worker, forestry worker, stock
/farm hand
7
STUDENT ACTIVITY
1. Choose two agricultural related careers that you would enjoy in future. Plot a career path for each of
the careers that you have chosen beginning with the subjects that you are studying this year.
2. For two areas of study (agronomy, livestock or horticulture), state 2 careers opportunities of each
based on level of education.
SUMMARY
Agriculture is a field that includes many career opportunities. The career choices you can make are
directly related to the level of your qualification i.e. the more qualified you are the better career choice
you can make.
SELF EVALUATION
Discuss what would happen if all agricultural related activities were removed from Fiji.
8
AS 10.1.1.3
Recognise the importance of organic farming towards sustainable agriculture
LESSON 1 ORGANIC FARMING
LESSON OUTCOME
At the end of this lesson the student will:
1. define the term organic farming
2. state the advantages and disadvantages of organic farming
3. explain the importance of organic farming.
VOCABULARY
Agrichemical - fertilizers and all chemicals like pesticide, weedicides used on
farms
Sustainable agriculture - a method of agriculture where production level can be
maintained over a long period of time.
NOTES
Organic farming is a method of crop and livestock production that involves choosing not to use
agrichemicals, genetically modified organisms, antibiotics and growth hormones.
Importance of Organic Farming
 Higher nutritional value in food

 Toxic or poison free
 Food taste is better because the sugar content in food makes it tastier
 Organic food lasts longer because they have greater metabolic and structural quality in their
cellular structure
 Resistance to pests and diseases
 Lower input costs
 Drought resistant
 No pollution
 Increases fertility of soil
9
ADVANTAGES DISADVANTAGES
Pesticide free Lower yields
Soil conservation Labour intensive
Safer food ORGANIC No GMO’s

FARMING
Reduces pollution
Time consuming
Low water wastage

Requires skills
Sustainable
Integrated farming, Organic bio-fertilisers, Crop

rotation, Integrated weed management, Integrated
pest management, Integrated disease management
STUDENT ACTIVITY
1. What is the reason for the start of the organic farming?
2. Use the illustration given below to answer the question that follows.
CONVENTIONAL ORGANIC
PRODUCTS PRODUCTS
Imagine you are a consumer going to buy food for your family. Which product will you buy? Give
reasons for your answer.
SUMMARY
The aim of organic farming is to increase productivity with minimum reliance on chemicals, while at the
same time conserving resources. It is a rediscovery of the practices of our ancestors, but with a modern
and scientific outlook. There is a greater reliance on conservation and use of all resources available on the
farm, including animal, human, and plant wastes.
10
SELF EVALUATION
MATCHING
Match the terms in List A with the correct descriptions in List B. Write the number of the description in
the space beside the matching term.
LIST A LIST B
_______ Organic farming 1. One aim of organic farming
_______ Agrichemicals 2. Farming without the use of chemicals
_______ Safer foods 3. Chemicals used in agriculture.
LESSON 2 INTEGRATED FARMING SYSTEM (IFS)
LESSON OUTCOME
1. define the term Integrated farming system (IFS)

2. identify IFS used in Fij.
3. explain the advantages of IFS in terms of sustainability
4. prepare models of IFS in your school.
VOCABULARY
Monoculture - production of only one product from the whole farm.
Integrated farming system – refers to the agricultural system that integrates livestock and crop
production in a more sustainable agriculture where by-products of one system is used by the other.
NOTES
Integrated farming system (IFS) nothing is wasted, by-product of one system becomes the input for
other and is an integrated approach to farming as compared to existing monoculture approaches.
Examples in Fiji include:
• "pig tractor" systems where the animals are confined in crop

fields well prior to planting and "plough" the field by digging for
roots
• “chicken tractor” poultry used in orchards after harvest to clear
rotten fruit and weeds while fertilizing the soil
• cattle or other livestock allowed to graze cover crop between crops
on farms that contain both cropland and pasture
• Water-based agricultural systems that provide way for effective
and efficient recycling of farm nutrients producing fuel, fertilizer
and a compost tea/mineralized irrigation water in the process
• Construction of animal houses over a pond so that animal waste
fell directly into water fueling pond where the fish feed on.
http://: www.keyword-suggestions.com
11
Advantages of Integrated Farming System
• Reduce weeds, insect pests and diseases from appropriate crop rotation
• Utilization of crop residues and livestock wastes
• Less reliance to outside inputs – fertilizers, agrochemicals, feeds, energy, etc.
• It improves space utilization and increase productivity per unit area
• It provides diversified products
• Improves soil fertility and soil physical structure from appropriate crop rotation and using
 cover crop and organic compost
STUDENT ACTIVITY
1. Explain the benefits of integrated farming.
2. Draw a model of how fish and poultry integrated system benefit from each other.
SUMMARY
There are many methods of organic farming used. These methods basically tell us to rely less on
agrichemicals and more on environmentally friendly techniques.
SELF EVALUATION
State some common IFS used in Fiji and around the world.
12
LESSON 3 ORGANIC BIO-FERTILIZERS
LESSON OUTCOME
1. list two examples of bio-fertilizers

2. differentiate between organic bio-fertilizers and organic fertilizers
3. explain the advantages and disadvantages of organic bio-fertilizers
4. practice making a compost heap.
VOCABULARY
Microbial inoculants - bacteria or fungi that are added to soil to better plant nutrition.
NOTES
Organic Bio fertilizers are microbial inoculants consisting of
living cells of micro-organism like bacteria, algae and fungi
alone or combination which may help in increasing crop
productivity. Whereas, organic fertilizers are obtained from
animal sources such as animal manure or plant sources like
green manure.
Examples of Organic Bio-fertilizer
 Biocompost: It is a kind of organic fertilizer, which is

prepared from the waste of the sugar industry.
 Vermi Compost: It is also an organic fertilizer containing
nitrogen phosphorus, potassium, sulphur, organic carbon, http://organicpotroga.blogspot.com
sulfur, hormones, enzymes, etc.
The difference between the two:
1. The presence or absence of microorganisms. Organic bio- fertilizer contains a variety of beneficial
microorganisms inside, but all microorganisms in organic fertilizer after high temperature treatment
substantially are killed, which is difficult to provide beneficial soil microbes.
2. Different nutrients. Organic fertilizer through high-temperature treatment, nutrient losses during
treatment of high temperature.
3. Different odours. Organic fertilizer by drying, deodorizing effect of organic fertilizer is not ideal
because of drying treatment. once organic fertilizer is damp, stench is issued. Bio-organic fertilizer
fundamentally eliminates the odour, because it can turn uric acid into the urine bacterial protein.
Advantages of Organic Bio-Fertilizers

 They transform organic matter into nutrients that can be used to make plants healthy and
productive.
 They can increase the output of food to be used for school lunches.
 They have a low production cost because they make use of leftover vegetables and easily obtained.
13
Disadvantages of Organic Bio-Fertilizers
 If the environment is not suitable for the micro-organisms to play their role, the effectiveness of
organic fertilizer is limited seasonally.
 Organic fertilizers break down according to nature’s rules.
 Nutrient ratios are often unknown, and the overall percentage is lower than chemical fertilizers.
STUDENT ACTIVITY
1. Prepare and Use Organic Bio fertilizers
Location : Can be done by forming a basic pile in your backyard

or using a composting bin or a Pit. You can either
purchase a compost bin or use a homemade compost
bin.
What You'll Need : A compost bin of your choice, Food scraps

and waste with high nitrogen and carbon content, A
garden fork, Organic waste of a biological origin such
as paper and cardboard, food, green and garden waste,
animal waste and bio solids and sludge’s
Process in Preparing a Compost:
a) Collect the kitchen and garden waste etc…
b) Take a composite bin or dig a pit that is around ½ metre deep pits are dug and fill it with
the collected waste.
c) Water is sprinkled to maintain moisture content followed by covering the mixture with a
layer of soil
d) This is left as such for around 250-350 days and the waste gets converted into microbial
rich manure. This cycle is repeated after every 30 to 35 days”.
e) Once the compost is ready to be used, it will appear as a dark, crumbly material. It will
also have an earthy soil aroma to it. Remove the compost with your garden fork and go
ahead and use it.
SUMMARY
Organic bio-fertilizers provide eco-friendly organic agro-input and are more cost-effective than chemical
fertilizers. Compost, a common bio-fertilizer is very beneficial to the soil.
SELF EVALUATION
Discuss the advantage of organic bio fertilizer.
14
LESSON 4 CROP ROTATION
LESSON OUTCOME
1. define the term crop rotation

2. explain the advantages and disadvantages of crop rotation in relation to sustainability
3. practice crop rotation in the school garden.
VOCABULARY
Diversity - more than one type of species in an area.
NOTES
Crop rotation - Crop rotation is the practice of growing different crops, rather than the same vegetable or
members of the same family of vegetables, in the same place each year. Crop rotation will benefit
vegetable crops in two ways: first, it will prevent the build-up of soil-borne pests and diseases;
second, it will allow for the replenishment and efficient use of soil nutrients.
Advantages of crop rotation

 Rotation of crops improves the fertility of the soil and hence, brings about an increase in the
production of food.
 Rotation of crops helps in saving on nitrogenous fertilizers.
 Rotation of crops help in weed and pest control.
 Crop rotation adds diversity to an operation, eg Cultivation practices.
Disadvantages of Crop rotation

 Requires more equipment
 May require more skill / knowledge
 May give lower profit at times
An Ideal crop rotation for vegetable farms
http://www.googleimage.com - crop-rotation
15
STUDENT ACTIVITY
1. Define the term crop rotation.
2. Prepare a calendar of crops to be planted in your school garden throughout the year.
3. Practice crop rotation in your school garden.
SUMMARY
Rotating crops is very important because different plants use and/or return different nutrients to the soil.
Also, plants that are related tend to have the same pest and disease problems. If you rotate the crops, pests
will be less likely to eat them and diseases may not establish or spread as easily.
SELF EVALUATION
What nutrients do each of the four groups of plants i.e. legume, root crop, fruit crop, leafy vegetable,
gives or takes away from the soil.
LESSON 5 INTEGRATED CONTROL OF PESTS, WEEDS AND DISEASES
LESSON OUTCOME
1. define the term integrated control

2. state the advantages of integrated control
3. practice integrated control of pest, weeds or diseases in the school garden.
VOCABULARY
Fallow - resting a piece of land from cultivation

Biological control - the control of a pest by the introduction of a
natural enemy or predator.
Physical / mechanical control - is the removal of weeds, pests or diseases by
physical or mechanical means such as mowing,
grazing, mulching, tilling, burning or by hand.
Cultural control - is the practice of modifying the growth
environment to reduce the prevalence of
unwanted pests.
NOTES
Integrated control is the use of different combination of environmentally friendly measures to control
pest, weeds and diseases. There are three methods of Integrated control used in Fiji.
Advantages of Integrated Control
 Promotes ecologically sustainable control measures in agriculture.

 Effective in controlling pest, disease and weeds with the best combination of control methods
sustainable to the environment.
 Once established can be used commercially.
 Reduces risk of crops loss from pest, disease and weeds.
16
Integrated Weed Management (IWM) approach to land management combines the use of a mixture of
weed control methods such as: grazing, herbicide application, land fallowing.
Advantages of IWM
 Reduces the chance that weed species will adapt to the control
techniques.
 Long-term integrated weed management plan can be developed for
a particular area.
 Reduces the extent of weeds
 Reduces the weed seed stock on the soil.
Picture: Itch grass (Rottboellia cochinchinensis) is

controlled using this approach in sugar cane fields in Fiji. http:// Sugar Research Institute of
Fiji
Integrated Pest Management (IPM) is an
environmentally sensitive approach to pest
management which takes all aspects of crop
production, life cycles of pests and their interaction with the
environment into consideration.
Advantages of IPM
 Protects environment through elimination of unnecessary

pesticide applications
 Improves Profitability
 Reduces risk of crop loss by a pest
Diamond Back Moth is a very destructive pest for Cabbage

and is best controlled using IPM........................
Picture: Top; English cabbage damaged by Diamond Back https://www.image/DiamondBack Moth

moth larva. Bottom left; Moth larva feeding on leaf.
Bottom right; Adult Diamond Back moth.
Integrated Disease Management (IDM) is a disease control approach that uses all available
management strategies to maintain disease pressures. It promotes the integration of cultural, physical,
biological and chemical control strategies.
Advantages of IDM
 Promotes the sustainable bio based disease management alternatives.
 Reduces the environmental risk associated with management by encouraging the adoption of more
ecologically benign control tactics
 Protects the non-target species through reduced impact of plant disease management activities.
17
Example of Integrated Pest Management
https://www.PinsDaddy/integrated disease management
STUDENT ACTIVITY
1. State two examples of physical, chemical and biological pest, weed and disease control.
2. State one way to control a harmful weed, pest and disease in Fiji.
3. Practice one method of integrated control in the vegetable garden.
SUMMARY
Integrated control is the best mixture of environmentally sound pest control measures to control pests.
The three methods are Integrated Pest Management, Integrated Disease Management and Integrated
Weed Management.
SELF EVALUATION
Discuss why farmers are totally relying on integrated farm approach.
18
STRAND AS 10.2
FARM
MANAGEMENT
AS10.2.1 PHYSICAL CAPITAL
AS10.2.1 FINANCIAL CAPITAL
The student will appreciate the importance of

managing physical capital and financial capital
on a farm. They will also demonstrate
knowledge of farm implements and manage an
agricultural enterprise.
AS10.2.1 PHYSICAL CAPITAL
19
SUB-STRAND AS 10.2.1 PHYSICAL CAPITAL

AS 10.2.1.1 Deliberate on the function of farm implements in Fiji.
LESSON 1 PRIMARY AND SECONDARY TILLAGE IMPLEMENTS
LESSON OUTCOME
1. identify primary and secondary implements
2. distinguish between primary and secondary implements
3. identify the type of farm implements use in Fiji
4. state the correct usage of each implement
5. describe the maintenance and storage recommended for each implement.
VOCABULARY
Tillage - is the preparation of the soil by mechanical disturbance for planting
NOTES
Prior to planting, the soil needs to be prepared, usually by some form of tillage or chemical "burn-down"
to kill the weeds in the seedbed that would crowd out the crop or compete with it for water and nutrients.
Primary Secondary
 Used 1st stage of land preparation  Used 2nd stage of land preparation
FIELD
 Opens up land and buries weeds  Reduces clod size
READY FOR
 E.g. Ploughs, Ripper  E.g. Harrows, Scarifier
PLANTING
STUDENT ACTIVITY
1. State some examples of primary tillage implements.
2. State some examples of secondary tillage implements.
3. Which order do you use the implements?
SUMMARY
Tillage implements are of two types. Primary tillage implements open up the land whereas the secondary
tillage implements reduce the size of the soil clods.
SELF EVALUATION
Differentiate between primary and secondary tillage implements.
20
LESSON 2 MOULD BOARD PLOUGH
LESSON OUTCOME
At the end of this lesson student will:
1. identify the parts of the mould board plough correctly

2. state the uses of the mould board plough
3. describe the function of the parts of the mould board plough.
VOCABULARY
Draw - to pull
NOTES
Mould board plough is the oldest type of primary tillage implements.
The mould board cuts a slice of soil and completely inverts and shatters the soil. It is useful for killing
weeds before planting.It can be drawn by the animal and the tractor. It has two main parts:
1. ploughshare: makes a horizontal cut in soil
2. mould board: turns the furrow size
1) beam; 2) three-point hitch (hake); 3) height regulator; 4) coulter 5) chisel 6) share 7) mould board
STUDENT ACTIVITY
1. Fill in the table given below
Mould Board Plough
What are the main parts?
Can it drawn by a tractor?
Can it be pulled by animals?
Does it fully or partially turn the soil?
Does it bury weeds?
Does it require lot of power to pull?
Is it suited for temperate or tropical
regions?
21
SUMMARY
Mould board plough is the oldest type of plough. It buries weeds and opens up the land for cultivation.
SELF EVALUATION
Explain why mould board plough is a common implement used in Fiji.
LESSON 3 DISC PLOUGH
LESSON OUTCOME
1. identify the parts of the disc plough correctly

2. state the correct usage of the disc plough
3. describe the function of the parts of the disc plough..
VOCABULARY
Furrow - line made below the ridge from which soil is heaped into the ridge.
NOTES
Disc Plough is used for deep ploughing in root-infested, sticky, stony, and hard soils. It cuts, turns and
breaks furrow slice. It also reduces friction by making a rolling plough bottom.
Main parts
 Disc – cuts and turns soil
 Beam – holds disc
 Furrow wheel – keeps plough steady
 Disc scraper - scrapes soil from disc
STUDENT ACTIVITY
1. Fill in the table given below

Disc Plough
What are the main parts?
Can it drawn by a tractor?
Can it be pulled by animals?
Does it fully or partially turn the soil?
Does it bury weeds?
Does it require lot of power to pull?
Is it suited for temperate or tropical regions?
22
SUMMARY
Disc plough is well suited for opening up land in the tropics. It buries weeds and shatters the soil.
SELF EVALUATION
Explain why disc plough is a common implement used in Fiji.
LESSON 4 SPIKE HARROW
LESSON OUTCOME
1. identify the parts of the spike harrow

2. state the correct usage of the spike harrow
3. describe the function of the parts of the spike harrow.
VOCABULARY
Soil clod - clump of soil that is bound together
NOTES
Spike harrow is an implement for breaking up and smoothing out the surface of the soil. The pegs break
up the soil and tear out weeds that may have germinated. The harrows are also drawn behind seed sowing
machines to help cover the newly sown seed and collect debris..
Types of Spike Harrow

Diamond Harrow Spike Harrow
Spike
http:// afritrac.co.za http:// chainharrow.org
Main parts
 Frame – holds spikes
 Spike – breaks clods/ collects debris
STUDENT ACTIVITY
1. Name the two types of spike harrow
2. Which one is more common in Fiji?
23
SUMMARY
Spike harrow is an essential and multipurpose piece of equipment for tillage applications including
removing weeds, breaking up crusts and clods, fluff and smoothing heavy soil and spreading manures.
SELF EVALUATION
Explain a situation where spike harrow can be used.
LESSON 5 DISC HARROW
LESSON OUTCOME
1. identify the parts of the dis harrow

2. state the correct usage of the disc harrow
3. describe the function of the parts of the disc harrow.
VOCABULARY
Scalloped - having an edge or border marked with semicircles.
NOTES
A disc harrow is a farm implement that is used to till the soil where crops are to be planted. It is used to
chop up unwanted weeds or crop remainders. It contains scalloped discs which help in cutting up the
remains of plants from the first cultivation. It pulverizes the soil and mixes debris with the soil.
Types of Disc Harrow
Scalloped disc
Main parts
 Frame – holds discs

 Scalloped disc - breaks clods and mixes debris
STUDENT ACTIVITY
1. List the two main parts of the disc harrow

2. State the function of the two main parts
3. Explain the uses of a disc harrow.
24
SUMMARY
Disc harrow is a secondary implement. It is of two types; tandem and off-set. It is mainly used to
pulverize soil.
SELF EVALUATION
MATCHING
the space provided beside the matching term.
LIST A LIST B
______ Secondary Tillage 1. Pulverize the soil and cuts plant debris
______ Scarifier 2. Collect trashes and break up soil
______ Diamond harrow 3. Cut soils and cutting up the remaining of plants
______ Disc harrow 4. Used in 2nd stage of land preparation
______ Rotovator 5. Used for inter-row cultivation on sugarcane farms
LESSON 6 ROTOVATOR
LESSON OUTCOME
1. identify the parts of the spike harrow

2. state the correct usage of the spike harrow
3. describe the function of the parts of the spike harrow.
VOCABULARY
Land Tilling - turning over and breaking up the soil.
NOTES
A rotovator is a machine with rotating blades for breaking up or tilling the soil. Rotovator are powerful,
and their blades are able to dig deeper into the ground. The rotational speed of the tines remains constant
which enables the operator to easily regulate the extent to which soil is worked.
http://www.hakraequipments.com/ https://5.imimg.com/data5/RX/WC/MY-
images/rotovator.jpg 35081099/rotary-tiller
25
Student Activity
Explain a situation where a rotovator can be used.
Summary
A rotavator is a very useful tool that a farmer can use to break up the soil before planting.
Self-Evaluation
Differentiate between a Roto Tiller and a Rotovator.
LESSON 7 EGG GRADING MACHINE
LESSON OUTCOME
At the end of the lesson the student will state the correct usage of an Egg Grading Machine.
NOTES
The eggs comes in different sizes and weight. The farmers use the egg grading machine to sort out the
eggs into different grade according to the weight.
http//:olx.co.za
STUDENT ACTIVITY
State two advantage of using the egg grading machine.
SUMMARY
Egg Grading Machine is used for sorting eggs into grades based on their weight.
SELF – EVALUATIOn
Discuss the different grades of eggs sold in Fiji.
26
LESSON 8 SEED DRILLS
LESSON OUTCOME
At the end of the lesson the student will state the correct usage of a seed drill.
NOTES
A seed drill is a device that sows the seeds for crops by metering out the individual seeds, positioning the
seeds in the soil and covering them to a certain average depth. It sows the seeds at equal distances and
proper depth, ensuring that the seeds get covered with soil and are saved from being eaten by birds.
http:// en.wikipedia.org
STUDENT ACTIVITY
1. State one correct usage of the seed drill.
2. Describe how the seed drill works.
3. Explain one advantage of using a seed drill.
SUMMARY
A seed drill is important because it saves time, works well in challenging conditions, it is cost effective..
SELF-EVALUATION
How does the seed drill plant the seed at a the correct crop spacing.
27
LESSON 9 Combined Harvester
LESSON OUTCOME
At the end of the lesson the student will state the correct usage of a combine harvestor. .
NOTES
The modern combine harvester, or simply combine, is a versatile machine designed to efficiently
harvest a variety of grain crops. The name derives from its combining three separate operations
comprising harvesting—reaping, threshing, and winnowing—into a single process. Combine harvestor
are one of the most economically important labour saving inventions, reducing the function of the
population that must be engaged in agriculture.
http//: pinterest.com
STUDENT ACTIVITY
State the importance of combined harvester.
SUMMARY
A combine harvester is a machine used for the grain (rice, wheat, corn and etc.) harvest which both
improves the harvest efficient and saves labor cost.
SELF-EVALUATION
Explore on the type of crops that can be harvested by a combined harvester.
28
LESSON 10 MAINTENACE AND STORAGE OF TOOLS
LESSON OUTCOME
At the end of the lesson the student will describe the maintenance and storage recommended for each
implement.
NOTES
Farm implements are expensive and not all farmers can purchase them. In order for farm
implements to be in use for a longer period of time proper care is needed. Farm implement
should be properly maintained and stored to avoid it breakages.
Maintenance of implements
 Tighten loose nuts and bolts.
 Replace damaged parts.
 Lubricate unit as required.
 Change broken parts.
 Check all nuts and bolts before and after using the unit for several hours on a regular basis.
 Remove debris and soil.
 Keep the bearings lubricated.
 Sharpen the blades.
Storage of implements
 Wash the implement after use.
 Oil or paint it to prevent rusting.
 Store in a cool and dry place.
 Keep the implements under lock and key.
 Keep the implements away from children.
STUDENT ACTIVITY
Explain why should implements be maintained and stored in a safe and secured place.
SUMMARY
Although machine maintenance may be risky, it is essential to keep machines efficient. Maintenance work
includes cleaning, inspecting, servicing, repairing and replacing parts and lubricating. It should be put in a
storage area which is level, secure, clean and dry.
SELF-EVALUATION
Why it is important to keep implements under the shade.
29
SUB-STRAND AS 10.2.2 FINANCIAL CAPITAL
AS 10.2.2.1 Manage An Agricultural Enterprise.
LESSON 1 MARKET SURVEY
LESSON OUTCOME:
1. list the steps in conducting a market survey
2. develop and prepare questionnaire
3. conduct a market survey
4. analyse finding from the market survey
5. choose an agriculture enterprise based on a survey of potential markets.
VOCABULARY
Questionnaire - is a research instrument consisting of a series of questions and other
prompts for the purpose of gathering information from respondents
NOTES
Before producing agricultural commodities, a farmer must secure markets. In this way the farmer will
know
 What to produce
 How much to produce
 When to produce
 The quality to produce
 For whom to produce
This will help the farmer to sell all the commodities that are produced on the farm. One way of learning
what potential customers want is to carry out market research in the form of a survey. The survey is
usually a questionnaire which is distributed to potential customers. The questionnaire is collected and
analysed. The information gained is then used by the farmer to decide on the type, quantity, and quality of
commodity to produce and when to produce it.
STUDENT ACTIVITY
1. Imagine that your class has been asked to provide fruits for sale to students in your school for the
next month.
2. Conduct a survey to help you determine what fruits to provide.
SUMMARY
Market surveys are conducted to help a farmer decide what enterprise to undertake on the farm.
SELF EVALUATION
Below is a list of steps you would take when determining the agricultural enterprise for your farm.
30
Re-write the steps in their correct order
1 Analyse answers to questionnaire

2 Decide on potential customers to survey
3 Decide on agricultural enterprise for the farm
4 Prepare questionnaire
5 Collect questionnaires from respondents
6 List all possible enterprises
7 Distribute questionnaire
LESSON 2 RAW MATERIALS FOR A FARMING ENTERPRISE.
LESSON OUTCOME:
1. identify raw materials for a farming enterprise
2. list raw material for a farming enterprise
3. determine the raw materials for a farming enterprise
VOCABULARY
Inputs - things used in an enterprise to produce a good.
NOTES
After securing his market and deciding on the enterprises for the farm, the farmer must make a list of all
the inputs that will be needed.
The diagram below lists some of the raw materials or inputs that a farming enterprise would need.
LIVESTOCK HORTICULTURAL
ENTERPRISES ENTERPRISES
YOUNG PLANTING MATERIAL

eg chicks, ducklings, calves, seeds, cuttings, suckers, bulbs, tops, corms
piglets, kids, brood, fry,
FEED FERTILIZING MATERIALS
pasture, processed dry feed, organic, inorganic
concentrates
WATER WATER
SHELTER SHADE MATERIAL
shed, shade, hive, pond,
fencing PEST CONTROL METHODS
PEST CONTROL
METHODS MULCH MATERIAL
POWER grass clippings, polythene sheeting,
leaves
electricity, solar power
feed cotainers, water EQUIPMENT
containers, scales tools, machines,
implements
STORAGE FACILITIES
STORAGE
FACILITIES
31
STUDENT ACTIVITY
1. Choose one livestock and one horticulture enterprise.
Prepare a list of raw materials for each of the two enterprises that you have chosen.
SUMMARY
Raw materials or inputs are required for the successful establishment and running of agricultural
enterprises.
SELF EVALUATION
Why do farmers make a list of all the raw materials that an agricultural enterprise needs before
beginning the enterprise?
LESSON 3 SOURCE OF RAW MATERIALS FOR AN AGRICULTURAL ENTERPRISE
LESSON OUTCOME
At the end of this lesson the student will select the appropriate raw materials for an agricultural enterprise
VOCABULARY
Quotation - A formal statement of promise by potential suppliers to supply the goods
or services required by a buyer, at specified prices, and within a specified
period.
NOTES
After making a list of all the raw materials that an agricultural enterprise will require, a farmer will carry
out research to determine where to purchase the resources from. It is advisable for the farmer to gather
and compare information through quotation from a number of sources of inputs before deciding where to
purchase from based on the least cost for the chosen enterprise.
STUDENT ACTIVITY
In the previous lesson you prepared a list of raw
materials for a livestock enterprise and a horticulture
enterprise.
1. Choose one of those lists.
2. Conduct research on three possible sources to
buy each of the raw materials from.
3. Analyze the research and choose the source(s)
for the raw materials for the farm.
SUMMARY
Raw materials are the inputs that are needed to run an enterprise. Before choosing the source from which
to get the raw materials required by an agricultural enterprise, a farmer must compare various sources
based on price, quantity, quality, distance, transport and the reputation of the source.
32
SELF EVALUATION
Table A has a list of words. The words are present in Table B. Find the words in Table B and place a
ring round them.
Table A
DISTANCE PRICE RAW QUALITY QUANTITY HIVE

BUY INPUT STORAGE TOOL WATER POWER
REPUTATION RESEARCH SOURCE TRANSPORT MATERIAL
PEST FARM MARKET KID SHADE
TABLE B
E Q H T E K R A M E S
Z S V C B U Y P E S T
L W A X R I K C G R O
E A X H N A N I O P R
V R I P C A E P D E A
I V U R T R S S C C G
H T F S E N U R E I E
N O I T A T U P E R S
Q D A R W O A S V P A
D W T Z S O C M R A E
R E W O P L E D A H S
LESSON 4 BUDGET PREPARATION
LESSON OUTCOME
1. define the term budget
2. state the importance of budget
3. prepare a budget for an enterprise chosen
VOCABULARY
Budget - An estimate of costs, revenues, and resources over a specified period,
reflecting a reading of future financial conditions and goals.
NOTES
Importance of Budgets
Financial capital is an important resource used in agricultural enterprises. Farmers prepare budgets before
the enterprise begins to help them manage the financial capital. This ensures that the farmer has capital
when it is needed. It also helps the farmer estimate the profit or loss that the enterprise may make.
STUDENT ACTIVITY
1. Prepare a budget for one of the enterprises that you chose in the last lesson.
33
SUMMARY
Budgets are prepared to ensure that the farmer has financial capital available when it is needed. It also
estimates the profit/loss that the enterprise will make.
SELF EVALUATION
1. When is a budget prepared?
2. Why do farmers prepare budgets?
LESSON 5 SCHEDULE OF WORK
LESSON OUTCOME
At the end of this lesson the student will
1. define a schedule of work
2. state the importance of a schedule of work
3. differentiate between planned and actual component of schedule of work
VOCABULARY
Schedule - timetable for a program or project showing how activities and events are
sequenced.
NOTES
The schedule of work is a plan that the farmer prepares outlining when work is to be carried out for each
enterprise on the farm.
The diagram below includes some of the details that are included in a schedule of work.
 Time – year, month, week, day  Actual – what was done
 Enterprise name – Radish Crop 1
 Planned – plan of work to be done
Month DECEMBER 2015 JANUARY 2016 FEBRUARY 2016

Week 1 2 3 4 1 2 3 4 1 2 3 4
 Secure  Determine  Soil  Thinning  Weed  Harvest  Farm
market inputs, preparation  Replacement control  Post accounts
 Determi source of  Sow planting  Apply N harvest
ne crop and inputs seeds fertilizing treatment
PLANNED
area to  Prepare material if  Marketi

plant budget needed ng
 Determi  Secure  Sale
RADISH CROP 1
ne area to funds  Clear

plant  Order plot
inputs
 Purchase
inputs
Cyclone  Secure  Determine  Soil  Thinning  Weed  Harvest Farm
markets inputs, preparat Replace control  Post acco
 ¼ ha source of ion ment  Applied harvest unts
inputs  Sow planting urea treatme
 Prepare
ACTUAL
seeds nt
budget  Marketin
 Secure g
funds  Sale
 Order  Clear
inputs plot
 Purchase
inputs
34
The diagram above is an example of a crop calendar for the first crop of radish on a vegetable farm
for 2015
Importance of schedule of work

This is a guide for other plans that the farmer needs to prepare. It reminds the farmer what he should
be doing for the enterprise on a weekly basis. The schedule of work can be amended to suit what is
actually done each day.
STUDENT ACTIVITY
Study the example of a Schedule of work for Radish crop given above.
1. How many weeks did the farmer use in the cultivation of the crop?
2. How long did the crop take to grow?
3. What is the difference between a budget and a farm account?
4. What is the main difference between the Planned and the Actual rows in the schedule?
5. How did the schedule of work assist the farmer?
SUMMARY
A schedule of work is prepared by a farmer for each enterprise on the farm. It is used to plan the
activities to be carried out and to record what activities were carried out
SELF EVALUATION
If the farm has different crop and livestock enterprises, how many schedules of work will the farmer
prepare?
LESSON 6 Profit and Loss Account
LESSON OUTCOME
1. state the importance of preparing a profit and loss account of a farm
2. prepare a profit and loss account of a chosen enterprise
3. evaluate the performance of the chosen enterprise
VOCABULARY
Account - Financial records of an organization that register all financial
transactions
NOTES
At the end of an enterprise, a farmer will want to determine if the enterprise has made a profit or a
loss, so a basic profit or loss account is prepared, using information that has been recorded in the
income and expense records for the enterprise.
35
Below is an example of the format for income and expense records:
Farmer B’s Radish Crop 1 2015 income and expense records as at 18/3/2015
INCOME EXPENDITURE
Date Item No# Price/unit Total Item No# Cost/unit Total Cost
$ cost $ $
$
10/12/2014 Radish 2 kg 9.00 18.00
seeds
7/1/2015 Urea 10 kg 3.85 38.50
Raffia 4 1.50 6.00
string rolls
Plastic 3 kg 4.00 12.00
bags
Water - - 10.00
(est)
18/3/2015 Radish 100 kg 3.00/kg 300.00
Total Income 300.00 Total Expenditure 84.50
Profit/Loss = Total Income - Total Expenditure

= 300.00 - 84.50
= $ 215.50 profit {Conclusion – Radish crop 1 made a profit of $215.50
(labour not included)}
STUDENT ACTIVITY
Ask the teacher for the income and expenditure records for two agricultural enterprises.
1. Prepare a basic farm account for each and calculate the profit/loss of the enterprise.
SUMMARY
Income and expenditure records are kept for each enterprise to allow the farmer to calculate the profit/
loss made by the enterprise.
SELF EVALUATION
What information can a farmer get from the basic farm accounts?
36
STRAND AS10.3
AGRONOMY
AS10.3.1 SOILS
AS10.3.2 HORTICULTURE
The students will appreciate and evaluate the

components and properties of soil and relate them to
the sustainable cultivation of crops in Fiji. They will
also relate cultivation practices to soil conservation
and sustainability; distinguish between plant
propagation methods and demonstrate mastery of
crop husbandry techniques while managing an
agricultural enterprise.
37
SUBSTRAND AS 10.3.1 SOIL SCIENCE
AS 10.3.1.1 Discuss cultivation practices towards soil sustainability.
LESSON 1 AIMS OF SOIL CULTIVATION
LESSON OUTCOME
1. state the aim of soil cultivation
2. explain the aim of soil cultivation.
VOCABULARY
Cultivation - The total assemblage of tools and techniques used to develop and
maintain soil fertility and crop production in garden and farm systems
NOTES
Correct tillage practices are essential to developing and maintaining soil fertility and tilth. Crop
production has increased vastly with the development of better cultivation practices.
Break soil
Promote good Aerate soil
pans
tilth
Manages pest AIM OF SOIL Incorporate

and disease CULTIVATION fertilizer
Retain Control
moisture Creates weeds
seedbed
STUDENT ACTIVITY
1. State the main aim of cultivating the soil in the school garden.
2. What other things are achieved when cultivating the soil in your school garden.
SUMMARY
The main aims of soil cultivation is to promote a good soil tilth so it is easier to plant seeds, there is a
high germination rate; leading to a high yield from a given area of land compared to uncultivated soils.
SELF EVALUATION
1. Does cultivation harm the soil? How?
2. How else can weeds be controlled before planting?
38
LESSON 2 IMPACTS OF SOIL CULTIVATION
LESSON OUTCOME
1. identify the impacts of frequent and intensive soil cultivation
2. describe the impacts of frequent and intensive soil cultivation
3. explain the effect of climate on soil.
VOCABULARY
Sustainable - the ability to keep in existence; maintain or prolong
NOTES
In the last lesson the aims/advantages of soil cultivation were given. Cultivation increases production.
However there is a general decline in soil quality due to frequent and intensive cultivation. Frequent
cultivation of soil is not sustainable as it damages the soil. The diagram given below shows some negative
impacts of soil cultivation.
Reduces soil biological

activity
Increases erosion Destroys soil aggregates
NEGATIVE
Decreases soil organic IMPACT OF Reduces soil fertility
matter
SOIL
CULTIVATION
Decreases gas exchange Reduces drainage
Reduces water holding

capacity
How does tropical climate affect the soil?

Climate Effect Result
High temperature Fast decomposition of organic matter Low organic matter content of soil
Lot of water infiltrates the soil, High rates of leaching.
High rainfall
Lot of surface run-off High rate of soil erosion
STUDENT ACTIVITY
1. State one harmful effect of frequently:
a. turning soil;
b. pulverizing soil;
c. removing debris from soil.
2. Explain why there is frequent flooding after a heavy rainfall?
3. Discuss the long term implications of continuous cultivation of soil.
39
SUMMARY
Soil cultivation increases soil production but it is not sustainable. It adversely affects the soil
especially damages soil structure, reduces soil organic matter content which leads to soil erosion.
SELF EVALUATION
1. How can you minimize cultivation of soil and still get production from the soil?
2. Why is there a need to reduce cultivation of soils?
LESSON 3 CULTIVATION PRACTICES USED IN FIJI
LESSON OUTCOME
1. identify cultivation practices used in Fiji.
2. describe the cultivation practices in relation to soil sustainability.
NOTES
The principle of cultivation is to turn the soil into a fine tilth to provide the ideal environment for
seeds to germinate. Cultivation is also a traditional form of weed control. In Fiji it is mostly done
manually or by the use of farm animals as a source of power. However there is a quick
turnaround with the usage of tractors and farming implements on more farms in Fiji.
The following are cultivation practices used in Fiji.
TURNING SOIL PREPARING FINE TILTH

Digging Ploughing Harrowing Rotovating
FORMING SEEDBED REMOVING DEBRIS

Vegetable plots Ridges Harrowing Raking
LEVELING SEEDBED
PREPARING PLANTING DRILL
Raking Rotovating
Planting drill Applying fertilizer
40
STUDENT ACTIVITY
1. State all the cultivation practices (in the correct sequence) which are needed to grow:
a. Chinese Cabbage
b. French bean
c. English cabbage
d. Tomatoes
2. Give example of the following cultivation practices
SUMMARY
To grow a crop the land has to be cultivated. In Fiji, the following conventional methods of
cultivation are practiced: turning soil, preparing fine tilth, forming seedbed, removing debris,
leveling seedbed and preparing planting drill.
SELF EVALUATION
Why is there a need to cultivate the soil in the right sequence ((i.e. after ploughing, then
pulverizing etc.)?
41
AS 10.3.1.2 Recognise and discuss soil erosion and methods of

conserving soil for sustainability.
LESSON 1 SOIL EROSION
LESSON OUTCOME
1. define soil erosion
2. list the agents of soil erosion
3. identify types of soil erosion
VOCABULARY
Water erosion - is the removal of topsoil from a small area due to the forceful fall of rain
Run – off - is the rainwater, which does not sink into the soil, but flows away over
the surface into streams or rivers
NOTES
TYPES OF SOIL EROSION
1. Rill Erosion
This occurs when raindrops fall on the soil surface cause the gradual removal of soil particles in
suspension along narrow tracks or channels either already existing or caused by the rainwater
itself.
http://www.google.ae
42
2. Sheet Erosion
Uniform removal of soil from the surface of
an area in thin layers. When raindrops
cause particles to block soil pores against
percolation, floods follow. When the flood
water flows uniformly over a piece of land,
especially over a gentle slope, the fertile
surface soil over the whole piece of land is
washed away. http://www.google.ae
3. Gully Erosion
This occurs when rain does not all sink into
the soil and part runs off over the land surface,
removing soil particles along its way. It is worse
if the speed of the run-off is high, the land is
sloping and the soil loose Such continuous removal of
soil particles along a particular course results in the cutting of a
narrow ditch which will continue to deeper and
wider as water flows along it until deep trenches
on the land surface, called gullies are formed.
43
4. Splash erosion
Caused by rainfall/water. This involves the removal

of top soil from a small area due to high intensity of
rainfall on the soil surface which disturbs soil
structure and erosion occurs.
AGENTS OF EROSION
1. Water
Rainwater leads to run-off over the surface of the soil in deforested or overgrazed areas Runoff can also
cause the removal of topsoil. Deforestation and overgrazing remove the original vegetation which breaks
the fall of rain and also supplies the topsoil with the humus which allows rapid absorption of water. Rain
which falls on unprotected soil tends to block the normal openings of the soil with slits so run off is
increased.
2. Wind
Wind can move large amounts of soil and sand. The faster the wind moves the more soil and sand it can
carry. Wind caused erosion occurs in dry areas where the soil is bare and loose.
44
STUDENT ACTIVITY
1. Which soil will be more prone to erosion: flat or slope?
2. Differentiate between the rill and gully erosion.
3. Discuss the two agents of erosion.
4. Experiment
a. Put a piece of chalk/sand particle on the desk.
b. Blow on the piece of chalk/sand particle so that it only shakes but does not move.
c. Now blow harder so that it moves from its original place.
d. Explain how wind speed causes erosion.
SUMMARY
Soil is a valuable resource and it needs to be protected from being lost. A farmer can protect the soil from
being washed away by decreasing the amount and speed of water or wind, avoiding the damage to soil
structure and increase organic matter content and providing vegetative cover.
SELF EVALUATION
How can the soil be protected from erosion?
45
LESSON 2 SOIL CONSERVATION
LESSON OUTCOME
1. define soil conservation
2. identify the methods of soil conservation
3. describe the methods of soil conservation
4. practice the methods of soil conservation
VOCABULARY
Soil conservation - protecting soil from erosion.
Soil productivity - how much a soil can produce (yield)
NOTES
Soil conservation practices are tools the farmer can use to prevent soil degradation and build organic
matter.
REASONS TO PRACTICE SOIL CONSERVATION
 To maintain an adequate amount of organic matter and biological life in the soil.
 To ensure a secure food supply at reasonable prices. Soil conservation is proven to increase
the quality and quantity of crop yields over the long term because it keeps topsoil in its place and
preserves the long term productivity of the soil.
 To save farmers money. Erosion is currently costing farmers in lost income due to lower crop
yields, and the loss of nutrients from the soil.
What factors Increased speed of Poor soil structure Loss of vegetative

accelerate soil water/wind cover
erosion?
How can soil erosion Decreasing the amount Avoid the damage to Providing vegetative
be reduced? and speed of water or soil structure and cover
wind. increase organic
matter content
Soil conservation Contouring, Minimum tillage, Cover cropping,
practices Terracing Mulching Mulching
STUDENT ACTIVITY
1. Why should soil conservation be practiced?

2. Research the following conservation practices: contouring, terracing, mulching, minimum tillage
and cover cropping.
SUMMARY
Soil is a valuable resource and it needs to be protected from being lost. A farmer can protect the soil from
being washed away by decreasing the amount and speed of water or wind, avoiding the damage to soil
structure and increase organic matter content and providing vegetative cover.
SELF EVALUATION
1. Discuss various methods of soil conservation practices that best suits the school gardens.
46
LESSON 3 CONTOUR FARMING
LESSON OUTCOME
1. define contouring
2. identify contour farming practices used in Fiji.
3. practice contour farming in the school garden.
VOCABULARY
Contour - across a slope.
NOTES
What is contour farming?
When farmers carry out their farming activities (ploughing, planting, cultivating, and harvesting) across
the slope instead of up and down the slope, they are using contour farming.
Why use contour farming on cropland?

• Keep valuable topsoil in place on
sloping fields.
• Slow water down and let it soak into
the soil.
• Improve irrigation systems and
conserve water.
Where is contour farming used?

• On sloping fields where crops are
grown
• On sloping fields with vegetable beds
What crops can be grown?

• Sugarcane
• Pineapple
• Vegetables
Diagram: Top Left-A typical contour. Top Right-Beans planted
on the contour. Bottom Left-Crops planted in contour strips.
Bottom right – Vegetables planted on the contour.
47
STUDENT ACTIVITY
1. EXPERIMENT
a. Fill two boxes about 2cm full with soil.
b. Set them on a table lifting one side so that
there is an angle that makes a slope.
c. Cut out a spout at the lower end of each
box and place a jar below each spout.
d. Now, using your finger make furrows
across the soil in one box and up and
down in the other.
e. Then fill two watering cans or cups with
water and sprinkle the water over each
box at the same time and rate.
f. Which jar had more muddy/dirty water?
Why?
2. Practice Contouring in your school gardens.
SUMMARY
Contour farming is farming across the slope to reduce the speed of water.
SELF EVALUATION
1. How are pineapples planted on slopes, why?
2. How are vertiver grass planted on the slopes, why?
LESSON 4 TERRACE FARMING
LESSON OUTCOME
1. define terracing
2. identify terracing farming practices used in Fiji.
3. practice terracing farming in the school garden
VOCABULARY
Terrace - cutting slopes in steps.
48
NOTES
What is terrace farming?
A terrace is a leveled section of a
hilly cultivated area, designed as a
method of soil conservation to slow
or prevent the rapid surface runoff.
Often such land is formed into

multiple terraces, giving a stepped
appearance.
Diagram: up-A typical terrace. Right- Professor Robert Kuhlken
Mapping an operative terrace system on the island of Kadavu.
Why use terrace farming? Bottom-Banaue Rice Terraces in Benguet, Philippines
Instead of flowing freely down the

hillside, water stops on the level plain. On a straight, steep slope, water would tumble down the hillside,
carrying crops and much – needed soil with it, letting nothing grow. But add the element of a terrace, and
you have flat areas on which to farm.
Where is terrace farming practiced?

 On very steep slopes to plant crops.
 When flood irrigation is to be used on slopes
What crops can be grown on terraces?

 Dalo (Fiji)
 (Rice (Asian countries)
 Vegetables
 Sugarcane
STUDENT ACTIVITY
1. EXPERIMENT
b. Set them on a table lifting one side so that there
is an angle that makes a slope.
c. Cut out a spout at the lower end of each box
and place a jar below each spout.
d. Now, using your finger make steps across the
soil in one box and leave the other one.
e. Then fill two watering cans or cups with water
and sprinkle the water over each box at the
same time and rate.
f. Which jar had more muddy/dirty water? Why?
Source: http://www.google.ae
49
2. Practice terracing in your school gardens.
SUMMARY
Terrace farming is cutting slopes into steps so that the horizontal surface is used for planting. This reduces
the speed of water coming down the slope.
SELF EVALUATION
1. How is it possible to plant rice on a slope land? Can it be irrigated?
LESSON 5 MINIMUM TILLAGE
1. define minimum tillage

2. explain the importance of minimum tillage
3. practice minimum tillage farming in the school garden
VOCABULARY
Direct drill - planting seeds/planting material directly on uncultivated land.
NOTES
What is minimum tillage?
Zero (minimum) tillage or direct drilling is a way of
growing crops or pasture from year to with minimum
disturbance to the soil. Weeds are controlled through
the use physical (slashing) or chemical control
(weedicides e.g. paraquat or glyphosate).
Why use minimum tillage? Diagram: Left-Beans planted in a garden.

 Reduced susceptibility to land degradation
Right-Vegetables planted in a plot with
through stubble retention,
 Higher levels of organic matter and biological weeds controlled by glyphosate.
activity which improves soil structure
 Increases the amount of water that infiltrates
into the soil
 Increases cycling of nutrients in the soil
What crops can be grown under minimum Where is minimum tillage practiced?
tillage?  Pulses like cowpea or Urd can be planted
 All vegetables (problem of pest and in the stubble of rice.
disease infestation might occur)  Maize seeds can be spot planted after a
 Most crops (maize, rice, pulses) legume.
STUDENT ACTIVITY
1. Observe the run-off from a cultivated soil and compare that to a undisturbed soil (grass or forest).
Which one has more soil particles in it? Why?
2. Practice minimum cultivation in your school garden when planting vegetables.
50
SUMMARY
Minimum cultivation is planting in the soil without a lot of disturbance to the soil. It leads to an improved
soil structure without the mechanical damage and improves organic matter content.
SELF EVALUATION
1. How can you grow pasture grass without cultivating the land.
LESSON 6 MULCHING
LESSON OUTCOME
1. define mulching
2. list potential materials for mulching
3. state the importance of mulching
4. practice mulching in the school garden.
VOCABULARY
Mulch - spreading of loose materials on top of soil.
NOTES
What is mulching?
Mulch is simply a protective layer of a material that
is spread on top of the soil. Mulches can either be
organic such as grass clippings, straw, bark chips,
and similar materials or inorganic such as stones,
brick chips, and plastic.
Why use mulching?

 Protects the soil from erosion
 Reduces compaction from the impact of heavy
rains
 Conserves moisture, reducing the need for
frequent watering
 Maintains a more even soil temperature
 Prevents weed growth
 Keeps fruits and vegetables clean
Where is mulching practiced? Diagram: Top Left-Dried Grass Mulch.Top Right-
 Slope and flat lands for vegetable gardens Vegetables mulched with dried grass. Bottom
 Slope and flat lands for crops/tree crops. Left-How to mulch a tree. Bottom right- Mulch
layer protecting soil.
What crops can be grown under mulching?
 Vegetables – bean, chinese cabbage etc. http://www.google.ae
 Crops – sugarcane, maize
 Tree crops - citrus
 Flowers - rose
51
General Guidelines to mulching
 Do not apply mulch directly in contact with plants. Leave an inch or so of space next to plants to
help prevent diseases flourishing from excessive humidity.
 Remove weeds before spreading mulch
STUDENT ACTIVITY
1. EXPERIMENT
b. Set them on a table lifting one side so that there is
an angle that makes a slope.
c. Cut out a spout at the lower end of each box and
place a jar below each spout.
d. Now, put grass clipping on top of the soil in one
box and leave the other one.
e. Then fill two watering cans or cups with water and
sprinkle the water over each box at the same time
and rate.
f. Which jar had more muddy/dirty water? Why?
2. Practice mulching in your school gardens.
SUMMARY
Mulching is a practice in which surface of cultivated soil is covered in loose material. It reduces the
impact of raindrops on the soil, retains moisture and provides organic matter to the soil.
SELF EVALUATION
1. Why are inorganic mulches used in some places e.g. black plastic?
52
LESSON 7 COVER CROPPING
LESSON OUTCOME
1. identify crops used for cover cropping
2. list cover cropping practices used in Fiji
3. state the importance of cover cropping towards soil sustainability
VOCABULARY
Cover crop - maintaining ground cover.
NOTES
Cover Cropping are effective at reducing soil erosion by leaving a
cover over the soil which reduces soil displacement associated with
the impact of raindrops hitting soil particles. They also reduce the
volume and velocity of runoff over the soil.
Some of the management goals for which farmers use cover crops
include:
 Suppressing weeds.
 Protecting soil from rain or runoff.
 Improving soil structure.
 Adding active organic matter to soil.
 Fixing nitrogen.
 Suppressing soil diseases and pests.
Diagram: Top Left-Maize and
Calliandra.Top Right-Cocoa and Calliandra.
Bottom Left-Banana cover crop Bottom
right- Kava grown under coconut.
53
COVER CROPPING PRACTICES IN FIJI
1. Cocoa is commonly intercropped with tannia (Xanthosoma sagitti folium)
under Erythrina variegate as a shade tree. The Ministry of Primary Industries has recommended
the planting of cocoa under coconuts, taro, bananas, cassava, and kava (Piper methysticum)
2. Smallholder vanilla production, with appropriate support plants; glyricedia and often under
coconuts.
3. Kava farmers are beginning to intercrop kava with Calliandra calothyrsus, a nitrogen-fixing
species being promoted for agroforestry.
4. The Calliandra hedgerows, which are recurrently pruned, are intended to slow erosion, which has
been serious at times on the steep lands, to provide nutrients and firewood, and to serve as wind-
breaks.
STUDENT ACTIVITY
1. Explain two cover cropping practices in your area.
2. Explain the advantages of cover cropping.
SUMMARY
Cover cropping is done to reduce surface water run-off.
SELF EVALUATION
Explain why Calliandra is used as a cover crop.
LESSON 8 STRIP CROPPING
LESSON OUTCOME
1. define strip cropping
2. state the importance of strip cropping
VOCABULARY
1. Strip Cropping - Small strips of land can be left uncultivated between the cropped areas, to
retard the water run- off.
NOTES
The growing of a cultivated crop (as corn) in strips alternating with strips of a sod-forming crop (as hay)
arranged to follow an approximate contour of the land and minimize erosion.
Strip cropping helps to stop soil erosion by creating natural dams for water, helping to preserve the
strength of the soil. Certain layers of plants will absorb minerals and water from the soil more effectively
than others. When water reaches the weaker soil that lacks the minerals needed to make it stronger, it
normally washes it away. When strips of soil are strong enough to slow down water from moving through
them, the weaker soil can't wash away like it normally would. Because of this, farmland stays fertile
much longer.
54
http://www.google.ae http://www.google.com/url?
STUDENT ACTIVITY
1. Explain two strip cropping practices in your area.
2. Explain the advantages of strip cropping.
3. Share some examples of strip cropping you have seen to the class.
SUMMARY
Like cover cropping, strip cropping is done to reduce surface water run-off and maintain soil fertility.
SELF EVALUATION
Explain why Vetiver is commonly used for strip cropping in Fiji.
55
SUB – STRAND AS 10.3.2 HORTICULTURE
CONTENT LEARNING OUTCOME:
AS 10.3.2.1. Discuss and demonstrate methods of plant propagation.

LESSON 1 SEXUAL PROPAGATION
LESSON OUTCOME
1. define sexual method of plant propagation
2. state the advantages and disadvantages of sexual propagation
3. differentiate between monocotyledon and dicotyledon seed
VOCABULARY
Sexual Propagation - new plants are produced through seeds.
Monocotyledon - these seeds have only one cotyledon and the food is stored outside the
embryo in the endosperm e.g. maize seeds, cereals and grasses
Dicotyledon - these seeds have two cotyledons attached to the embryo, which
contain the reserve food.
NOTES
Sexual propagation is a process which involves seeds which have to undergo the process of germination
in order to grow into a new offspring. There are two types of seed. Monocotyledon seed has only one
cotyledon and Dicotyledon seed has two cotyledon.
SEXUAL PROPAGATION
ADVANTAGES  . Produce a large number of plants in a short period of time

 Can handle large numbers easily
 Produces hybrids which have characteristics of both parents
DISADVANTAGES  Some plants produce no viable seeds

 Some seeds are very difficult or slow to germinate
 Causes genetic variability due to production of hybrids
56
Source: Year 10 Notes
STUDENT ACTIVITY
1. Get into four groups and discuss sexual propagation based on the
advantage and disadvantages. Each group is to present in the next class the advantages and
disadvantages of sexual propagation.
2. Assign each group to collect at least two examples of indirect seeded vegetables
SUMMARY
Plants can be propagated by sexual and asexual methods of plant propagation. Seeds may be sown in a
seedbed, in seed boxes, in polythene bag or directly into the field. The seeds of crops like
cabbages, lettuce, tomatoes, chillies, eggplants, etc., are normally sown in seedbed or box. Seeds
of legumes, pulses, pasture, cucurbits, etc., are planted direct in the field after preparing the soil
to a fine tilth.
SELF EVALUATION
COMPLETE THE FOLLOWING SENTENCES
1. ________________ is the main part of the plant that is used in sexual propagation.
2. Sexual propagation will result is producing a totally new offspring which is usually referred to as
___________________.
3. Many of the plants that cannot be propagated through seeds can also be propagated using the
method of __________________ propagation.
57
LESSON 2 ASEXUAL PLANT PROPAGATION
LESSON OUTCOME
1. define Asexual methods of plant propagation
2. identify some examples of Asexual propagation
3. state the advantages and disadvantages of Asexual propagation
VOCABULARY
Asexual Propagation - new plants are produced through vegetative parts of the plants
Vegetative - any part of the plant apart from seeds.
Direct planting- - means that you start plant seeds in the garden, rather than
starting seeds indoors earlier and transplanting them outside.
NOTES
Asexual propagation is the production of offspring from the vegetative parts of the parent plant. The
offspring grows to be identical to its parents. The method is often used because it is quicker to produce
plants than by sexual methods. Also the offspring from sexual reproduction shows a great variety while
those formed asexually are all very uniform.
ASEXUAL PROPAGATION
ADVANTAGES  All offspring are identical to the parents
 Needed for plants that are impossible or hard to produce from seeds
 Decrease time to flower especially grafting and budding
 It takes short time to reach maturity
 DISADVANTAGES  Can only propagate a few from each parent

 It requires a lot of labor
58
BULBS
Plants that are propagated by bulbs are:
Tulips, Onion
SUCKERS
Plants that are propagated by suckers are:
Dalo, Pineapples, banana
CORMS
Plants that are propagated by corms are:
Dalo, Kumala
STOLONS
Plants that are propagated by stolons are:
Strawberry, spider plant.
CUTTINGS
Plants that are propagated by cuttings are:
Cassava, Kava, Sugarcane
RHIZOMES
Plants that are propagated by rhizomes are:
Ginger, Tumeric
ROOT CUTTINGS
Plants that are propagated by root cuttings are:
Breadfruit.
STUDENT ACTIVITY
1. Get into four groups and discuss asexual propagation based on the advantage and disadvantages
of the method. Each group is to present in the next class the advantages and disadvantages of
asexual propagation.
2. Assign each group to collect at least two parts of the plants that are used as planting materials in
asexual propagation.
SUMMARY
Plants can be propagated by sexual and asexual methods of plant propagation. Seeds and other plant parts
can be used for propagation.
SELF EVALUATION
1. Differentiate between Asexual propagation and Sexual Propagation.
59
LESSON 3 PLANT PROPAGATION THROUGH BUDDING
LESSON OUTCOME

1. list the common types of budding
2. identify the types of plant suitable for budding
1. list the steps in budding
2. practice budding in the school garden.
VOCABULARY
Scion - the upper part of the plant which usually contain branches and leaves and
has high quality fruits.
Cambium - part of the stem and is the area of active growth and contains xylem and
Phloem vessels.
Root stock - the lower part of the plant that is attached to the soil contains vigorous root
system
Budding - the growing of the bud of one type of plant (the scion) on the stem of
another plant (root stock)
NOTES
Types of plants on which budding is practised in Fiji.
- Citrus family (Oranges, Lemon, Lime)

- Guava
- Mango
Common Types of Budding
- T budding
- Chip budding
- Patch budding
Materials for Budding and Grafting
https://www.google.com/search?q=materials+for+budding&rlz
60
A Budding/grafting knife
B Suitable scion
C Suitable root stock
D Clear plastic
E Budding/grafting tape
F Secateurs
Principles of Budding
STEP 1 2 3 4
DESCRIPTION A bud is removed from An inverted ‘T’ cut Bud is inserted in the The union is then
the bud wood by means is made on the root rootstock by gently wrapped with a
of a clean sharp cut stock lifting the bark and budding tape. The
pushing the bark tape can be
upwards along the removed once the
vertical cut inserted bud
begins to shoot,
and also break the
head of the
rootstock.
DIAGRAM
STUDENT ACTIVITY
1. Carry out steps on your chosen technique.
2. Record the four steps in the chosen technique in your book.
SUMMARY
Budding is commonly used in fruit trees such as orange, lemon, lime breadfruit, mango etc.
SELF EVALUATION
Can budding be done on flowers?
61
LESSON 4 PLANT PROPAGATION THROUGH GRAFTING
LESSON OUTCOME

1. list the common types of grafting
2. identify the types of plant suitable for grafting
3. list the steps in grafting
4. practice grafting in the school garden.
VOCABULARY
Grafting - An artificial method of asexual plant propagation where a scion is attached to the root stock of
different plant of the same species.
NOTES
 Grafting involves the growing of a scion of one type of plant onto the root stock of another plant
of the same botanical family.
For example, Orange (good taste) scion grafted on to the root stock of a lemon plant (vigorous
roots).
 Grafted citrus plants mature earlier than those
planted using seeds.
There are two types of scion used in grafting:
- Branch with many buds and leaves (Commonly known as Grafting);
- Leaf Bud (correctly called Bud – grafting but commonly called Budding)
Tips For Successful Grafting
 Cambium layers of scion and root stock to be in contact for growth to take place.
 Wound to be sealed with grafting/budding wax to prevent infection.
 Union to be secured with a grafting/budding tape to avoid movement of the scion and root stock.
 Start of Rainy Season is the best time to do grafting
 Clear plastic is normally put on the scion to avoid dehydration
62
PRINCIPLES OF GRAFTING
STEPS IN WEDGE GRAFTING
1 2 3 4
STEP
Select and Prepare the Select and Prepare Unite scion and stock Wrap the union with
DESCRIPTION
scion the root stock grafting tape

DIAGRAM
Types of plants on which grafting is practiced in Fiji

- Citrus family (Oranges, Lemon, Lime)
- Guava
- Mango
The common types of grafts are:

- ‘V’ shaped or wedge grafting
- Slant (bevel) or angle grafting
- Cleft grafting
- Bark grafting
- Whip/Whip and Tongue grafting
63
STUDENT ACTIVITY
1. Re-write the following steps of wedge grafting in correct order.
i. Select and Prepare the root stock
ii. Wrap the union with grafting tape
iii. Select and Prepare the scion
iv. Unite scion and stock
2. Practise grafting in the school garden.
SUMMARY
Grafting is commonly used in citrus and other ornamental plants.
SELF EVALUATION
Demonstrate grafting to the Year 10 non-agricultural students in the school
64
LESSON 5 PLANT PROPAGATION THROUGH GROUND
LAYERING.
LESSON OUTCOME
1. identify the two types of layering
2. state the principles of layering
3. practice layering in the school garden..
VOCABULARY
Layering - it is a practice of inducing root development on a stem, which

is still attached to the parent tree.
Rooting hormone - a chemical which is designed to increase the growth of roots
on the plant.
NOTES
In ground layering or simple layering, the stem is bent down and the target region buried in the soil.
Layering can be carried out with soft stem plants. It vegetative propagation is generally successful because
water stress is minimized and carbohydrate and mineral nutrient levels are high.
 There are two main types of layering:

1. Ground layering
2. Aerial layering
PRINCIPLES OF GROUND LAYERING
STEPS IN GROUND LAYERING

1 2 3 4
STEP
A soft stem is taken The soil has to be kept The stem is cut from A week later, dig out
DESCRIPTION
from a parent tree moist and look for root the parent plant the new plant with its
and gently pulled development after a roots attached to the
down to the ground period of 3 – 4 weeks. soil, it can be either
then pegged down When root growth has potted or directly
and covered with taken place planted in the plot
moist soil to a depth with frequent
of about 5cm. watering.
DIAGRAM
65
STUDENT ACTIVITY
1. Carry out steps on your chosen technique.
2. Record the four steps in the chosen technique
SUMMARY
Ground layering is commonly used in soft stem plants like orchids etc.
SELF EVALUATION
Why is layering suitable for only soft stem plants?
LESSON 6 PLANT PROPAGATION THROUGH AERIAL

LAYERING.
LESSON OUTCOME
1. state the principles of aerial layering
2. practice aerial layering in the school garden..
VOCABULARY
Marcotting - It is also known as aerial layering where the root is induced

on the stem or branch of the plant.
Rooting hormone - A chemical which is designed to increase the growth of roots on the plant.
NOTES
Aerial layering – commonly called marcotting (practiced on plants with hard stems and those above to the
ground).
Types of plants on which marcotting is practiced in Fiji

1. Citrus family (Oranges, Lemon, Lime)
2. Guava,
3. Mango,
4. Breadfruit
66
Materials for Aerial Layering
http://www.instructables.com/id/Propagating-Plants-by-Air-Layering/
PRINCIPLES OF AERIAL LAYERING
STEPS IN AERIAL LAYERING – MARCOTTING

1 2 3 4 5
STEP
A ring of bark The soil mixture The roots emerge It is removed The marcot is
about 5cm long is is put around the and can be seen from the mother then planted in a
removed from a wound to at the upper end plant with a polythene bag
branch and it is completely of the wound in 2 sharp knife or a and kept in the
cleaned off by surround it and –3 months. The pruning saw. nursery till it is
DESCRIPTION
scrapping with a then covered marcot is now ready for field

knife. with a thin sheet ready for planting.
of transparent removal.
polythene. It is
then tied firmly
at 4 – 5 places
with a piece of
string.
DIAGRAM
67
STUDENT ACTIVITY
1. Discuss the 5 steps of marcotting given below.
STEPS
1.
2.
3.
4.
5.
SUMMARY
The two methods of layering are marcotting and ground layering.
68
SELF EVALUATION
1. Marcotting is also commonly known as _____________________.
2. It is important to tie a transparent polythene bag around the __________ in order to allow
sunlight to pass through.
3. Moist __________ mixture attached onto the wound of the branch is important to initiate root
growth.
4. Layering induces __________ growth before it is cut and planted in the field.

AS 10.3.2.1 Demonstrate cultivation practices on selected vegetables.
LESSON 1 CULTIVATION, AND MARKETING PRACTICES OF

VEGETABLES
LESSON OUTCOME
At the end of this lesson student will
1. discuss the cultivation, management and marketing practices of long beans, English
cabbage, tomatoes, French bean, lettuce, Chinese cabbage and cucumber.
2. grow any four listed vegetables in the school garden.
VOCABULARY
Scientific Name -is a formal system of naming species of living things by giving each a
name composed of two parts, both of which use Latin grammatical
forms. The first part of the name identifies the genus to which the species
belongs; the second part identifies the species within the genus.
Planting Season - main growing season for the plant where maximum yield can be attained.
Varieties the different types of crops which belong to the same botanical family.
Management - Any practice that is performed onto the soil or plant in order to increase
productivity or health of the plant or animal.
Seed-bed - Plot where seedlings are raised for transplanting purpose; it can be in a
nursery or a plot in the garden
Plant density - the number or planting materials needed to cultivate one hectare of land.
Cultivation - The proper preparation of any land by man for the planting of crops or
raising of animals
Harvesting - the process of reaping the crops for sale in the market.
Marketing - the process of using/selling the end product of an agricultural enterprise
Post-Harvest Management - the care of the harvested crops to maintain its quality for a longer
period of time
69
LESSON 1 CULTIVATION, MANAGEMENT AND MARKETING
PRACTICES OF LONG BEANS
LESSON OUTCOME
1. describe the cultivation, management and marketing practices of Long beans
2. grow long bean in the school garden successively
3. prepare an income and expense account of the crop grown
Crop: Long Bean
Scientific Name: Vigna sequipedalis
Planting Season  All year round

 Best during hot and wet season
Site Selection  Be away from shade

 Have fertile soil
 Be near a reliable water supply
 Be protected from strong winds
Land Preparation  Clear the area to be used by removing debris, big stones and plants wits.
 Mark out the required size of the plot and dig
 Make the soil into fine particles than add sand and poultry manure or compost before
planting
Seed Selection  Healthy viable seeds treated with fungicides
 Select seeds without physical damage
Seed  Seeding rate is 7kg/ha
Germination  Seeds can germinate in 6-10 days after planting
Varieties  Snake yard long

 Local White
 Sobi
Spacing and  90 – 100cm apart in rows

Density  30cm between the plants within the rows
 3300 plants/ha
Transplanting  2-3 healthy seeds are directly planted 4-5cm deep

Seedling
Cultivation and  Interrow cultivation is done  NPK 13:13:21

Fertilizing before vine creeping stage - Basal application at the rate of 200kg/ha at
practices  Hoeing is done to control planting time
weeds  Urea:
 Hilling the soil around the - At rate 100kg/ha
plants - Side dress four months after planting
 Staking (stakes 1-3m long) are  Poultry manure
provided for the vines to climb - At the rate of120 tons/ha
on.
70
- Broadcast mix well before planting.
Crop Protection  Pest  Diseases

- The common pests are
caterpillars and bugs Powdery Mildew
 Control
Orthene – 20g in 14litres of water
Source:
http://int.search.myway.com/search/AJimage.jhtml?n
Rust,R
Root and stem rot
Source:
http://int.search.myway.com/search/AJimage.jhtm
l?
Control
 Apply Milcurb (fungicide)

 Plough plant remains properly after harvest.
 Rotate with Mildew resistant vegetables
Harvesting and 6 – 8 weeks after sowing.

Marketing
Hold the stem one hand and the pod with the other to avoid pulling off branches that will
produce later pickings
Pick tender well filled pods that snap easily
Before the seeds mature
5-8t/ha
Local markets
Post-Harvest Adequate storage space, cool temperature and relative humidity will help long bean
Management stored for a long period of time.
71
PRACTICES OF FRENCH BEANS
LESSON OUTCOME
1. describe the cultivation, management and marketing practices of French beans
2. grow French bean in the school garden successively
3. prepare an income and expense account of the crop grown
Scientific Name: Phaseolous vulgaris
Planting Season French beans can be grown all year round. Best results are obtained during cooler
months. For year round supply, plant a small patch every 3 to 4 weeks.
Site Selection  Be away from shade
 Have fertile soil
 Be near a reliable water supply
 Be protected from strong winds
Seed Bed Preparation N/A
Land Preparation  Two ploughing and two harrowing is recommended for good soil tilth

 Commercial seed suppliers
Seed Germination  Seeding rate is 45-50kg//ha

 Seeds can germinate in 6-10 days after planting
Raising Seedlings Direct planted
Varieties  Contender
 Butter Bean
 Labrador
Spacing and Density  50cm apart in rows

 15-20cm between the plants within the rows
 100,000 plants/ha
Transplanting Seedling  2-3 healthy seeds are directly planted 4-5cm deep
 Irrigation is required in dry weather
Cultivation and  Inter-row cultivation and  NPK 13:13:21

- Basal application at the rate of 200kg/ha at
72
Fertilizing practices mulching. To get quality planting time
produce the crop be weed  Urea:
free at all times - At rate 100kg/ha
 Hand weed or Hoeing is - Two split applications of 50kg/ha each at 2
done to control weeds weeks and 4 weeks after planting
 Poultry manure
- At the rate of 10 tons/ha
- Broadcast mix well 2 weeks before
planting.

- Aphids - Powdery mildew
- Rust, Root and Stem rot.
 Control - Angular leaf Spot
Appli Dimethioate at 15ml/15l
of water  Control
- Apply benomyl at 10g/15l of water (sold
as Benlate) or Mancozeb 50gms in 15
litres of water or use Kocide at 30g/15l
of water to prvenet fungal infections
Harvesting and Long beans Hold the stem Pick tender 5-8t/ha Local markets
Marketing is ready for one hand and well filled pods
harvesting the pod with that snap easily
42-56 days the other to
after avoid pulling Before the
planting off branches seeds mature
that will
produce later
pickings
Post-Harvest Adequate storage space, cool temperature and relative humidity will help long
Management bean stored for a long period of time.
STUDENT ACTIVITY
1. List all the husbandry practices for the headings given below.
Scientific name, Planting season, Site selection, Land preparation, Seed selection, Seed
germination, Raising seedlings, Varieties, Spacing and density, Transplanting seedling,
Cultivation and fertilizer application practices, pests and disease control, Harvesting and
marketing, Post harvesting management
SUMMARY
French bean can grow all year around and is a good source of dietary fibre, Vitamin C, Folate and
Vitamin A.
SELF EVALUATION
Discuss two uses of French beans at your homes.
73
PRACTICES OF ENGLISH CABBAGE
LESSON OUTCOME
1. describe the cultivation, management and marketing practices of English cabbage
2. grow the English cabbage in the school garden successively
3. prepare an income and expense account of the crop grown.
Scientific Name: Brassica oleracea
Planting All year round, performs best during cool and dry season.
Season
Site Selection  English cabbage requires well-drained

 Loamy soil with plenty of organic matter like compost or poultry manure
Seed Bed  Clear the area to be used by removing debris, big stones and plant roots
Preparation  Mark out the required size of the plot and dig
 Dig out 15cm deep
 Put top soil on one side and subsoil on another
 Put back top soil in the seedbed until only 7.5 cm of depth is left
 Put small stones on the top soil to help in drainage
 Mix the top soil with organic manure and sand
 Construct a wooden frame around seedbed to prevent soil mixture from slipping off
Land  Clear the area to be used by removing debris, big stones and plants wits.
Preparation
 Make the soil into fine particles than add sand and poultry manure or compost before
planting.
 Leave it for two weeks to decompose

Seed  Seeding rate is 300g/ha

Germination  Seeds can germinate in 4-6 days after sowing
Raising  Seeds are mixed with dry fine sand and spread over a well prepared seed bed.
Seedlings  Cover with shalone/coconut leaves if very dry
Varieties - Green Cross
- Resist Crown
74
- Sri Gowa
- K.K. Cross
- K.Y. Cross
Spacing and  75cm between rows

Density  45-60cm between the plants within the rows
 2500 plants/ha
Transplanting  Seedlings should be ready for transplanting at 2-3 leaf stage (3-4 weeks)
Seedling  They are carefully lifted and transplanted in the garden
Cultivation  Interrow cultivation is done to control weeds  NPK 13:13:21

and Fertilizing  Hilling the soil around the plants - Basal application at the
practices  Frequent watering is needed during the dry season. rate of 200kg/ha at
planting time
 Urea:
- At rate 100kg/ha
- Side dress 2-4 weeks
after transplanting
 Poultry manure
- Broadcast and work
into the soil 2 weeks
before planting.
Crop  Pest  Diseases

Protection - Black Rot
- Aphids, Diamond Back Moth, Large Cabbage Moth
 Control
- Buy seeds from
reliable dealers
- Use a two-year
rotation
Source:http://int.search.myway.com/search/AJimage.jhl?
 Control
- Apply Atabron in alternation with Delfin only when recent
damage is visible
Harvesting 60 – 90 days after Cut the stalks at the base of the When the 15- Local
and Marketing transplanting head with a sharp knife and head is 20t/ markets
discard the outer leaves firm to the ha
touch
75
Before it
splits and
the
cabbage is
then not
suitable
for sale
Post-Harvest In ventilated room, temperatures should be kept just above freezing and a high humidity
Management maintained.
Heads may be damaged by storing at 0-10c for 90 days
STUDENT ACTIVITY
Discuss the husbandry practices for English cabbage
SUMMARY
English cabbage can be grown all year around and is a good source of vitamin A, Vitamin B and
Vitamin C.
SELF EVALUATION
State the reason of mixing sand with seeds before sowing.
LESSON 4 CULTIVATION, MANAGEMENT AND

MARKETING PRACTICES OF LETTUCE
LESSON OUTCOME
1. describe the cultivation, management and marketing practices of Lettuce
2. grow lettuce in the school garden successively
Scientific Name: Lectuca sativa
Planting Season  Head type: March to October

 Leafy type: All year round
Site Selection  Requires well-drained, loamy soil with plenty of organic matter like compost or
poultry manure
Seed Bed  Clear the area to be used by removing debris, big stones and plant roots
Preparation  Mark out the required size of the plot and dig
76
 Construct a wooden frame around seedbed to prevent soil mixture from slipping off
Land Preparation  Clear the area to be used by removing debris, big stones and plants wits.
 Make the soil into fine particles than add sand and poultry manure or compost
before planting.

Seed Germination  Seeding rate is 300g/ha
Raising Seedlings  Prepare seedbed on a well chosen site

 Incorporate poultry manure in the soil 2 weeks before sowings seeds
 Sow seeds thinly in rows 3-6 inches (7.5-15cm) apart in the seedbed
 Water the bed after sowing
 Healthy seedlings can be raised using seedlings trays
 Seeds must be sown thinly to avoid over growing of seedlings and outbreak of
damping-off disease
 Use 30 grams of
Varieties  Head Type: Great lakes & Boxhill

 Leafy Type:
- Green Mignonette
- Butter crunch
- Coral Lettuce
- Rapid
Spacing and  75cm between rows

Density  30-40cm between the plants within the rows
Transplanting  Seedlings should be ready for transplanting at 3-4 leaf stage (5-8 days after sowing)
Seedling  Seedlings raised in seed trays can be planted any time of the day
Cultivation and  Inter-row cultivation is done to  NPK 13:13:21

Fertilizing practices control weeds - Basal application at the rate of
 Mulching the plots during the dry 200kg/ha at planting
season  Urea:
 Manual weed control using hoe. - At rate 100kg/ha
77
- Top dress 2 & 4 weeks after planting
 Poultry manure
- Broadcast and mix well with soil 2
weeks before planting.
Soil analysis should be done before

fertilizer application

- Soft rot
- Thrips
- Downy mildew
- Suncolprid
- Cutworms caterpillar  Control
- Slugs Remove all left overs crops after harvesting
 Control
- Apply confidor @ 8ml/16l water Use Sundomil @ 53g/16l of water
- 4-8ml/15l water
Practice crop rotation
- Malathion @ 45ml/16l of water
- Keep surrounding clean, spread
around Blitzem pellet as per
instructions on the label
Harvesting and Leafy Lettuce Cut the stalks at the Wide Green leaves 8- Local
Marketing matures in 50- base of the head with a 10t/ha markets
80 days sharp knife and discard
the outer leaves
Head type
matures in 12-
15 weeks
Post-Harvest Must be in a well-ventilated room, temperatures should be kept just above freezing and a
Management high humidity maintained
STUDENT ACTIVITY:
List all the husbandry practices for the headings given below.
Scientific name, Planting season, Site selection, Land preparation, Seed selection, Seed germination,
Raising seedlings, Varieties, Spacing and density, Transplanting seedling, Cultivation and fertilizer
application practices, pests and disease control, Harvesting and marketing, Post harvesting
management
SUMMARY
Lettuce can be grown all year around and is a good source of Dietary fibre, source of vitamin A,
Vitamin B and C.
SELF EVALUATION
Discuss why crop rotation is used to control soft rot in Lettuce.
78
PRACTICES OF CHINESE CABBAGE
LESSON OUTCOME
1. describe the cultivation, management and marketing practices of Chinese cabbage
2. grow the Chinese cabbage in the school garden successively
Scientific Name: Brassica chinensis
Planting Season  Cabbage can be grown all year round

 Best results are obtained during cooler months
 A small patch of cabbage planted evry 2 weeks will ensure a
consistent supply
Site Selection  Requires well-drained, loamy soil with plenty of organic matter
like compost or poultry manure
Seed Bed Preparation  Clear the area to be used by removing debris, big stones and plant
roots
 Construct a wooden frame around seedbed to prevent soil mixture
from slipping off
Land Preparation  Two ploughings and two harrowings are recommended for good soil
tilth

Raising Seedlings  Prepare seedbed on a well-chosen site

 Seeds must be sown thinly to avoid over growing of seedlings and
outbreak of damping-off disease
79
 Use 30 grams of
Varieties  Head Type: Great lakes & Boxhill

 Leafy Type:
- Green Mignonette
- Butter crunch
- Coral Lettuce
- Rapid
Spacing and Density  75cm between rows

Transplanting Seedling  Seedlings should be ready for transplanting at 3-4 leaf stage (3-
4weeks after sowing)
 Seedlings raised in seed trays can be planted any time of the day
 Wet the seedlings tray before lifting the seedlings to protect the roots
from being damaged.
 It is better to transplant in the afternoon.
Cultivation and  Inter-row cultivation is done to  NPK 13:13:21

Fertilizing practices control weeds - Broadcast 200kg/ha and
 Mulching the plots during the dry mix well in the soil before
season transplanting
 Manual weed control using hoe.  Urea:
- At rate 100kg/ha
- Side dressed in two split
applications of 50kg/ha
each in 2 weeks and 4
weeks after transplanting
 Poultry manure
- Broadcast and mix well
with soil 2 weeks before
planting.
Ensure no fertilizer touches the

leaves of young plants as it will
kill the plants

- Soft rot
- Diamond Back Moth
- Black rot
- Large cabbage moth
- Centre grub  Control
- Greasy cutworm - Apply Dithane M-45 at
- Aphids 22g/15l of water
 Control - Practice crop rotation
- Apply Steward @ 7.5ml/15l or
80
Superguard at 7.5ml/15l of water
only
- Apply Dimethioate at 15ml/15l
(sold as Rogor)
Harvesting and 4-6 weeks Cut the stalks at Wide 10-15 t/ha Local
Marketing depending on the base of the Green markets
varieties head with a sharp leaves
knife and discard &
the outer leaves white
stalk
Post-Harvest Wash the plants well or dirt and keep in cool place or market straight
Management away.
STUDENT ACTIVITY:
Raising seedlings, Varieties,Spacing and density, Transplanting seedling, Cultivation and fertilizer
management
SUMMARY
Chinese cabbage is common in our market and be grown all year around and is a good source of
Dietary fibre, source of vitamin A, Vitamin B and C.
SELF EVALUATION
Discuss the procedure to follow when transplanting Chinese cabbage seedlings.

MARKETING PRACTICES OF
CUCUMBER
LESSON OUTCOME
1. describe the cultivation, management and marketing practices of Cucumber
2. grow cucumber in the school garden successively
Scientific Name: Cucumis sativus
81
Planting Season All year round, fruits best during cool and dry season.
Site Selection  Requires well drained soils.

 Must have a lot of organic matter
Seed Bed Preparation  N/A
Land Preparation  Clear the area to be used by removing debris, big stones and plants
wits.
 Make the soil into fine particles than add sand and poultry manure or
compost before planting.

Seed Germination  Seeding rate is 2kg/ha

 Seeds can germinate in 5-7 days after planting
Raising Seedlings  Direct Planted
Varieties - Supermarket
- Marketking
- Progress
- Early Set
Spacing and Density  10cm between rows

 30cm between the plants within the rows
 3300plants/ha
Transplanting Seedling  2-3 healthy seeds are directly planted 12-15mm deep
Cultivation and  Hoeing and hand weeding  NPK 13:13:21

Fertilizing practices are effective methods of - Basal application at the rate of
weed control 200kg/ha before sowing
 Frequent watering and  Urea:
weeding is needed till - At rate 100kg/ha applied at first
creeping stage flowering
 Staking- vine to climb  Poultry manure
(trellises, tree stumps) - At the rate of 12 tons/ha
82
- Mixed well in the soil before
planting.

- Aphids - Blossom end rot
 Control - Anthracnose
Apply Rogor and application rate  Control

differs according to seriousness  Use healthy seeds of
of infestation resistance varieties of spray
Diathane M-45
Harvesting and 6-8 weeks after Cut or clip When the 10-15t/ha Local
Marketing planting and the fruit skin is markets
Picking continues rather than uniformly
for 3 weeks pluck or green
twist off
Yellow fruit
are over
mature
Post-Harvest Store cucumber in a cool place which has a relative humidity of 50-55%
Management
Storage life is 2 weeks at 10 to 140C, 90-95 per cent relative humidity
STUDENT ACTIVITY:
Raising seedlings, Varieties,Spacing and density, Transplanting seedling, Cultivation and fertilizer
management
SUMMARY
Cucumber best grows in cool and dry season.
SELF EVALUATION:
In groups, discuss and present on the pest and disease of Cucumber you have studied in class
83
MARKETING PRACTICES OF
TOMATOES
LESSON OUTCOME
1. describe the cultivation, management and marketing practices of Tomatoes
2. grow Tomatoes in the school garden successively
Scientific Name: Lycopersicum esculentum.
Planting Season  Can be grown all year round

 Best results in the cool season
Site Selection  Tomatoes prefer well drained soils.

 Raised beds are often preferred
Seed Bed Preparation  Clear the area to be used by removing debris, big stones and plant roots
 Construct a wooden frame around seedbed to prevent soil mixture from
slipping off
Land Preparation  Two ploughings and two harrowings are recommended for good soil tilth

Raising Seedlings  Prepare seedbed on a well chosen site

 Seeds must be sown thinly to avoid over growing of seedlings and outbreak
of damping-off disease
 Use 30 grams of
Varieties
- Alton-tolerant to bacterial wilt
- Alafua Large-tolerant to bacterial wilt
- Valley pride- tolerant to bacterial wilt
84
- Redland Summer taste- tolerant to bacterial wilt
- Raising Sun No.2-tolerant to bacterial wilt
Spacing and Density  1.5m between rows

 1500plants/ha
Transplanting Seedling  Seedlings should be ready for transplanting at 5-6 leaf stage (3-4 weeks)
 Watering withheld 4 days before for better establishment of transplant
Cultivation and  Inter-row cultivation is  NPK 13:13:21

Fertilizing practices done to control weeds - Basal application at the rate of 200kg/ha
 Hilling the soil around the at planting
plants  Urea:
 Mulching the plots during - At rate 100kg/ha
the dry season - Side dress 2 & 4 weeks after planting
 Staking (stakes 1-3m long)  Poultry manure
before creeping stage to - At the rate of 12 tons/ha
support the plant - Broadcast 2-3 weeks after planting.
 Other operations: gap filling
and pruning
- Corn earworm, Nematodes - Bacterial wilt
 Control - Leaf mould
Spray Orthene at the rate of
20g in 14l of water  Control
Plant resistant varieties
Apply 12g of Methyl bromide in
an area of 50m2 Practice crop rotation
Spray infected plants with Benlate at the rate

of 10g in 14l of water
Harvesting and 12 weeks after Grasp the Base of 10-20t/ha Local markets,
Marketing transplanting and tomatoes fruit turns food processing
picking continues firmly but clour companies
for 4-8 weeks gently and (yellow)
pull upward
Post-Harvest - Must be in a well- ventilated room, temperatures should be kept just above
Management freezing and a high humidity maintained
- Susceptible to bruises injury and must be handle with proper care always
85
STUDENT ACTIVITY:
Raising seedlings, Varieties, Spacing and density, Transplanting seedling, Cultivation and fertilizer
management
SUMMARY
Tomatoes can be grown all year around and best result in the cool season. Tomatoes fetch higher
returns if planted in the right place at the right time with good management of the crop.
SELF EVALUATION
Discuss how the Fruit wormer and Fruit Borer affects tomatoes
86
STRAND AS10.4
LIVESTOCK
PRODUCTION
AS10.4.1 POULTRY PRODUCTION
The student will study poultry raised in Fiji. They

will appreciate and evaluate the relationship
between poultry with its habitats, systems,
husbandry practices and its existing and
potential enterprises. They will also appreciate
the poultry industry in Fiji and understand the
raising and use of poultry and its products.
87
SUB – STRAND AS 10.4.1 POULTRY
AS 10.4.1.1. RECOGNISE AND DISCUSS THE IMPORTANCE OF POULTRY.
LESSON 1 HISTORY OF POULTRY IN FIJI.
LESSON OUTCOME
At the end of this lesson the student will know the history of poultry in Fiji.
VOCABULARY
Poultry - another name for birds/avian family.
Broiler - chicken kept for meat production.
Layer - chicken kept for egg production.
Dual-purpose - chicken kept for both meat and egg production
NOTES
Poultry farming is the raising of domesticated birds such as chickens, turkeys, ducks, and geese, for the
purpose of farming meat or eggs for food. In Fiji chicken were brought in by the missionaries.
Raising chickens can be fun and educational for the entire family.
PRECOMMERCIAL POULTRY INDUSTRY

 Chicken were introduced by the Missionaries for meat and egg.
 The dual – purpose jungle fowl was commonly kept at home for meat and egg production
 Minimum input was used in terms of feed, housing, pest and disease control.
 Poultry was raised as a backyard system/village type system (explained later in the notes)
COMMERCIAL POULTRY INDUSTRY

 The dual purpose breeds like Plymouth Rock, Light Sussex were introduced in Fiji in the late 1900s.
 These were kept under semi-intensive systems.
 Multiplication and sales to farmers after purebred layers and broilers were introduced to public
 Two industries have independently developed ; layer and broiler
 One major supplier of eggs; Ram Sami and Sons Limited with farms in Central Division; day-old
chicks also supplied by Pacific Feeds.
 Ram Sami & Sons (Fiji) Limited is a 100% Fiji owned company, specializing in the production,
distribution and marketing of the highest quality farm fresh eggs and poultry products in the Fiji
Islands. Three major suppliers of day-old Broiler Birds; Crest Fiji Limited, Rooster Poultry and
Pacific Feeds.
 Fiji is now self- sufficient in Poultry products.
88
PRECOMMERCIAL POULTRY INDUSTRY COMMERCIAL POULTRY
INDUSTRY
Source:www.mypetchicken.com/...chickens/...pictures/Different-breeds-of-chick...
SUMMARY
Poultry industry is fast growing and is a good source of income. It also supplies us with our protein needs.
STUDENTS ACTIVITY
1. What are two features of the pre-commercial poultry industry?

2. What are two features of commercial poultry industry?
3. What are two suppliers of day old broiler chicks?
4. What are two suppliers of day old layer chicks?
5. Who is the major supplier of eggs in Fiji?
6. Who is the major supplier of meat birds in Fiji?
SELF- EVALUATION
How was poultry brought into Fiji?
LESSON 2 BREEDS OF POULTRY
LESSON OUTCOME
1. identify the different breeds of layer and broiler birds
2. describe the characteristics of layer and broiler birds.
VOCABULARY
Breed - is a group of individuals with the same physical characteristics.

Flighty - birds with both primary and secondary feathers.
Broody - to sit on eggs to hatch them.
Crossed - to make animals by mating two different
Strains - breed or type of animal or insect.
89
NOTES
The five breeds of Layer Birds are White Leghorn, Australorp, Rhode Island Red, Hyline and Shaver
while the three breeds of Broiler Birds are Ross, Cobb and Light Sussex.
LAYER CHARACTERISTICS PHOTO

BREED
1 White  A small bodied all white.

Leghorn  Flighty bird.
 Good egg- producing breed.
 Produces white eggs.
 Not likely to go broody.
2 Australorp  Heavy pure black bird.

 Quiet and lays well.
 Eggs are large and creamy – to brown in
color.
 Crossed with a White Leghorn.
 It provides about 80% of commercial egg –
laying flocks.
3 Rhode  Medium – sized, reddish black bird with
Island Red yellow eggs.
 It lays brown eggs.
 Birds are quiet but lay less than other breeds.
 Dual – purpose breed.
4 Hy-line  4 types of hy-line breeds.

 Possess an excellent heat and heat resistance.
 Mature early, achieving 58eggs by 26 weeks
of age.
 Can be expected to efficiently produce over
22kg of egg mass by 80 weeks of age.
5 Shaver  Is a sex-linked breed of chicken developed in

Canada.
 Prolific producers of large brown eggs.
 Hardy-dual purpose breed.
90
Broiler Breeds
BROILER DESCRIPTION PHOTO
BREED
1. ROSS - White
- Ross Chickens developed in New Zealand.
- Have broad chests, white feet,
- Ferocious appetite that enables them to grow
at rapid paces.
- 6 weeks = 2.5 kg
2. COBB - It has a noticeably red comb and white
feathers
- Developed in United States of America
- 6 weeks = 2.5kg
3. LIGHT - Breed’s tail is black – tipped and the neck

SUSSEX covered with black lacing.
- Feathers are white
- Flesh is also white
- Popular meat bird
- Played a major part in the development of
meat strains.
STUDENT ACTIVITY
Choose a breed of chicken and answer the following questions below.
1. List down the physical characteristics of the bird chosen.
2. Identify the bird if it is a broiler, layer, or a dual breed.
3. Imagine that you are a poultry farmer what type of farming would you be interested in and why?
4. Which breed(s) lay(s) brown eggs?
5. Which breed(s) are for dual purpose?
6. Identify the breed that is most commonly used in Fiji
SUMMARY SELF-EVALUATION
Poultry birds differ according to their color, size List down breeds of poultry that are available in
and shape but their main purpose is to be bred your surroundings, for example village, school
for eggs and meat. All breeds of poultry were or home.
descendants of the Jungle Red Fowl.
91
LESSON 3 TYPES OF POULTRY OF ECONOMIC IMPORTANCE IN FIJI
LESSON OUTCOME:
At the end of this lesson the student will identify the types of poultry that are of economic importance in
Fiji.
VOCABULARY
Ornaments - used for beautification purposes e gearings

Litter - materials such as coffee husk, wood shavings or peanut shells used to
cover the floor of the chicken house.
Manure - animal waste such as the chicken dung, pigs or cattle put into a garden
soil to enrich the soil.
Ostrich - Large bird with long neck, strong legs bearing two toes each.
Quail - a species of small upland game birds.
NOTES
Poultry can be raised for meat, eggs, feathers, ornaments, manure and litter as shown on the illustration
below.
Quail Ostrich Layer
Broilers
POULTRY Hyline, Shaver
Cobb, Ross, Hubbard

Turkey
Ducks
Muscovy, Khaki Cambell,
White Pekin
STUDENT ACTIVITY
1. From the illustration above pick any of the poultry resource and say how it is important to the
economy of Fiji.
2. State a reason why Fiji is not able to rear quail, turkey and ostrich.
The poultry industry is well developed in Fiji Unravel the following words that are associated
and the country is able to meet the demands of with poultry.
the consumers and able to export to nearby
Pacific Islands. Letters Word
1 itohsrc
2 etahsefr
3 sckud
4 eanmur
5 tlerit
92
Ostrich Quail
Turkey Duck
Muscovy White Pekin
LESSON 4 IMPORTANCE OF POULTRY IN FIJI
LESSON OUTCOME
At the end of this lesson the student will explain the importance of poultry in Fiji.
VOCABULARY
Ornamental - for beautification purposes.
NOTES
The diagram and the table below illustrates some of the importance of poultry in Fiji.
INCOME SOURCE EMPLOYMENT
PETS PROTEIN
IMPORTANCE OF SOURCE
POULTRY
ORGANIC FERTILIZERS
ORNAMENTAL E.g. Manure, litter
93
1. Income Source  Income for suppliers of feed, suppliers of chicks, Small shareholder
farmers for Crest and Rooster Poultry
 Money received from selling eggs, retired layers/breeders and meat
birds
2. Employment  Laborers employed on farms for collecting eggs, feeding birds etc.
3. Organic  a good source of nitrogen for leafy vegetables; extensively used in
fertilizers Central Division
 a good source of organic matter
 Both from cages (more concentrated) and deep litter system
4. Pets  Some keep poultry birds as their pets.
5. Protein Source  Poultry products are safer meat options when compared to red meats.
 Supplies eggs (12.6% protein) and meat (24.68%)
6. Ornamental  Feathers are used to decorate earrings, clothes,
 Leather from ostrich/emus used to sew hand bags,
 Chicken kept as pets/for shows.
SUMMARY
STUDENT ACTIVITY Poultry is important in Fiji as it is a source of
1. What are three importance of poultry income, source of protein, employment, used for
farming? ornamental, raised as pets and source of organic
2. Do you eat poultry products? Conduct a fertilizers.
research with your class members on how
many days in a week do you eat poultry
products. Discuss the importance of poultry
products in our diet.
SELF-EVALUATION
MATCHING
LIST A ANSWERS LIST B
1. Protein a. Source of nitrogen
2. Labourers b. Needed by humans
for body building
3. Feathers c. Reward received by
farmers
4. Organic d. Used for decorating
fertilizers
5. Income e. Seek employment
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AS 10.4.1.2. RECOGNISE THE IMPORTANCE OF THE INTERNAL AND
EXTERNAL FEATURES OF A BIRD
LESSON 1 EXTERNAL PARTS OF CHICKEN
LESSON OUTCOME
1. identify the external features of a bird
2. state the function of the external features.
VOCABULARY
External features - outward appearance of an organism.
NOTES
There are some common parts of a chicken as shown in the diagrams of a rooster and a hen.
EXTERNAL FEATURES OF A ROOSTER EXTERNAL FEATURES OF A HEN

https://www.google.com/search
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The Major External Parts of a poultry bird and their functions.
Beak – The chicken’s beak serves three functions. First, it is the chicken’s mouth. Second, it is used
for fighting and protection. And third, it functions as the teeth of the chicken, enabling the bird to
break grass, fruit and other foods into pieces small enough to swallow.
Comb and wattles – It is believed that the comb and wattles of chickens serve to cool their blood.
Ear lobes – The ear lobes of chickens serve hearing and other ear functions.
Eyes – The eyeball of a chicken is stationary; thus, a chicken must move its head to vary the range of
vision.
Feathers – Feathers provide insulation and buffer extremes of heat and cold.
Wings – Chickens cannot fly very well. They can flap their wings sufficiently to raise themselves
about three meters (3m) off the ground.
Tail and tail feathers – The tail is used for balance while walking and, in flying, as a rudder for up –
and – down and side – to – side motion.
Feet and nails – In addition to walking, feet and claws are used in fighting (for protection) and in
finding food
STUDENT ACTVITY
1. Draw up all external features of a Rooster or a Hen that would be seen in your school or home
compound.
2. Identify the common features of the rooster or a hen that you have drawn.
SUMMARY
The basic external parts of a chicken include the comb, beak, wattles, ears, earlobes, eyes, eye rings,
wings, tail, thighs, hocks, shanks, spurs, claws, and toes. The differences between males and females
include the size of the comb and wattles, the size of the spurs (in older birds), and the characteristics
of the hackle and cape feathers. Hackle and cape feathers of males have pointed ends, whereas those
of females have rounder ends. In addition, males have sickle feathers in their tails and hackle feathers
on their backs, and females do not.
SELF-EVALUATION
Differentiate between the external features of a rooster and a hen.
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LESSON 2 DIGESTIVE SYSTEM OF CHICKEN
LESSON OUTCOME
1. identify the parts of the digestive system of a bird
2. state the function of the parts of the digestive system of a bird.
VOCABULARY
Digestive system - is the system in the body that is used to process food and turn it
into energy and excreting wastes
NOTES
The Digestive System of Chicken
Source: https://www.google.com/search
PARTS AND FUNCTIONS OF THE DIGESTIVE SYSTEM OF POULTRY

PARTS FUCNTIONS
Mouth/Beak Gather and break down feed that is swallowed whole.
Oesophagus It is a long tube structure with muscles used to push the food swallowed into the
crop.
Crop It is where feed are temporarily stored and moistened with mucus.
Proventriculus It allows food mixture to be mixed with digestive juice.
Gizzard It has a thick muscular walls and a rough hard lining.
It grinds the food.
The gizzard contracts once every 20 to 30 seconds.
Duodenum Digestive juices from pancreas and liver enter here.
Liver Large dark red organ. Gall bladder in the liver secretes bile.
Pancreas Produces pancreatic juice which digest protein.
Small Intestine Absorption of food takes place in the small intestine.
Caecae The Caecae are two blind-ended tubes which provide space for fermentation.
Here undigested food particles are subjected to microbial breakdown. The caeca
normally contain a mustard to dark-brown froth which is excreted about once
every day.
Large Intestine Absorption of water.
Rectum Storage of undigested waste materials.
Cloaca Undigested food is expelled through the cloaca.
It is a common opening for digestive and reproductive tract.
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STUDENT ACTIVITY
1. Draw up a digestive system of a bird that would be provided by your teacher with visual aids.
2. Identify parts of the digestive tract.
3. Explain the functions of the identified parts.
SUMMARY
The digestive system of a chicken mechanically and chemically breaks down food and allows
nutrients to be absorbed ready for use in the body.
SELF EVALUATION
Make a model of the digestive system of a chicken.

AS 10.4.1.3. DESCRIBE THE REPRODUCTIVE SYSTEM OF A MALE AND
FEMALE BIRD
LESSON 1 THE REPRODUCTIVE SYSTEM OF POULTRY BIRDS
LESSON OUTCOME
1. identify the male and female reproductive parts of a poultry bird
2. state the functions of each reproductive part
VOCABULARY
Oviposition egg laying process in birds
Ovulation releasing of the egg from the ovary
Clutch pattern of laying eggs
Calcification laying calcium salts which is the shell of eggs.
NOTES
THE MALE REPRODUCTIVE SYSTEM
Source: www.jaybayliss.animalmanagement.weebly.com
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PARTS FUNCTIONS
Testes - Site of sperm and hormone production
Tubes - Stores sperm
(vas deferens) - Carries sperm to the cloaca
Cloaca - Extend out to deposit semen in the female reproductive tract.
THE FEMALE REPRODUCTIVE SYSTEM
PARTS AND FUNCTIONS OF THE FEMALE REPRODUCTIVE SYSTEM

PART DESCRIPTION FUNCTION
Ovary Is a cluster of developing yolks or Ova - Releases mature yolk or Ova
Fimbrium Funnel shaped - Guides yolk into the infundibulum
Infundibulum 9 cm long - Ovum is fertilized here
- Chalazae is also added
- Searches and engulfs mature yolks
Magnum 33cm long Albumen is added
Isthmus 10cm long Membranes are added
Uterus 10-12cm long Shell is added (calcification)
Vagina 12cm Bloom is added (to make the egg shine,
helps to keep out bacteria)
Cloaca Common opening for digestive, Egg is laid through the cloaca.
reproductive tract.
Egg clutches
Hens lay eggs in a certain pattern called a clutch. For example, a hen may lay an egg on each of four
consecutive days and on the fifth day fail to produce an egg. Generally, each successive egg of a
clutch becomes smaller and smaller.
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STUDENT’S ACTIVITY
1. Draw a diagram of the oviduct and write down the function of each part.
2. Draw and label the parts and functions of the rooster’s reproductive system.
3. Explain clutching in layer birds.
SUMMARY
The poultry birds have a male and female reproductive system and each part play an important role.
The female reproductive system has an important role in producing eggs.
SELF EVALUATION
What is another name of the infundibulum?
AS 10.4.1.4. DISCUSS THE EGG PRODUCTION PROCESS
LESSON 1 THE STRUCTURE OF THE EGG
LESSON OUTCOME

1. label the parts of the egg
2. list the functions of each part
3. differentiate between natural incubation and artificial incubation.
4. explain the egg laying formation in the oviduct.
VOCABULARY
Fertile egg eggs containing dark spot that develops into embryo
Infertile egg egg that does not contain dark spot
NOTES
The egg is made up of eight parts. The parts of the egg and its functions are summarized in the table:
No. Parts of the Egg Function
1. Embryo  It develops at one end of the yolk sac.
2. Yolk  It is the yellow portion of the egg.
 Color varies with feed of the hen.
 It is a source of vitamins, minerals and fats.
 It is a fluid retained in a spherical membrane, called the vitelline
membrane.
3. Albumin  It is a fluid transparent substance, pale amber in colour, commonly called
“White of egg”.
4. Chalazae  A twisted rope of thick white material which holds the yolk in place.
 Made of protein.
5. Membranes  Two membranes, inner and outer shell membranes surround the albumin.
 Provide protective barrier against bacterial penetration.
 Air cell forms between these two membranes.
6. Air cell  Pocket of air formed ate the large end of egg.
 Caused by contraction of the contents during cooling after laying.
 Increases in size as egg ages.
7. Shell  Outer covering of egg consist mainly of calcium carbonate.
 May be white or brown depending on breed f chicken.
8. Germinal disk  Forms a small dark spot on the surface of the yolk.
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Candling of eggs is a method used to identify fertile or infertile eggs. Candling is normally done by
holding a candle behind the egg to illuminate the contents in a darkened room. Today a strong electric
light is shone through a small opening over which the egg may be rotated to observe the inner
contents.
a. Infertile eggs: infertile eggs are known as “clears” and have the appearance of newly laid
eggs except for a slightly larger air space in the large end of the egg.
b. Fertile eggs: fertile eggs contain a dark spot (i.e. germ spot) which is the embryo or
developing chick. Other eggs may show a red blood ring in the yolk, due to the early death of
the embryo.
Natural Incubation
Natural incubation is when birds naturally incubate their eggs by sitting on them to keep them warm.
Domestic chicken and many other birds normally wait untill a clutch of about 10 to 15 eggs has been
laid and then start incubating them all at the same time.
Artificial Incubation
When the eggs are incubated by artificial means using Artificial Incubators.
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The Egg Laying Process
http://www.google.com/search?q=egg+stucture+function
SUMMARY
http://www.google.com/search?q=egg+stucture+function
1. List the parts of the egg and explain its function.
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2. Explain the method of candling of eggs.
3. Differentiate between fertile eggs and infertile eggs
4. Differentiate between natural incubation and artificial incubation
SELF EVALUATION
1. Draw and label the structure of an egg.
2. a.) Identify the parts of the egg labelled below

b.) Explain the function of each part you have labelled.
https://www.google.com/search?q=egg+structure+function
103
AS 10.4.1.5 DESCRIBE THE MAJOR SYSTEMS AND ENTERPRISES
IN WHICH POULTRY LIVE.
LESSON 1 BASIC REQUIREMENTS OF POULTRY
LESSON OUTCOME
1. list the basic requirements of poultry
2. state the importance of each requirement
VOCABULARY
Poultry Environment - the basic requirements in which poultry thrive in.
Flocks - several birds or domestic mammals, such as sheep which
are tendered as a unit.
Profitability - the financial returns from a business or enterprise.
Security - form of safety.
NOTES
The environment provided to poultry flocks has a great bearing on flock performance and
profitability. The basic environment consists of:
Light Pollution Free space

Security
POULTRY
Water
Temperature REQUIREMENTS
Control
Adequate Space
Shade/Shelter Feed
Provision of light Provision of feed Provision of water Provision of

shelter/shade,
security and
adequate space.
104
STUDENT ACTIVITY SELF-EVALUATION
Imagine your class is setting up a poultry shed Write a paragraph on the importance of the
for the School. List the items that would be following in poultry production:
required in the shed.  Water
1. In groups prepare a model of a poultry  Feed
shed.  Protection
2. State a reason why poultry need  Security
adequate space and security.  Air
SUMMARY  Light
In order to have successful production and
profitability on a poultry farm, it is important to
provide all the necessities that is required by the
birds.
LESSON 2 MAJOR SYSTEMS OF POULTRY PRODUCTIONS
LESSON OUTCOME
At the end of this lesson student will identify the major systems and environment in which poultry live.
VOCABULARY
Free range system - birds are placed in an enclosed pasture to feed on their own.
Village type system - birds are raised on the backyard or known as scavenging system.
Unimproved breeds - poor breeds or unproductive birds.
Inputs - items purchased to carry out a farms operation.
Improved breeds - birds that are highly productive.
Battery cage - individual birds are placed in cages.
Deep litter system - birds are kept on floor covered with a layer of litter such as sawdust.
Self-sufficiency - able to fulfill one’s own needs.
NOTES
The three major systems of productions are: intensive, semi – intensive and extensive Systems.
Given below are the characteristics of the three systems:
Systems Characteristics
1. Intensive  There are two systems that are categorized in this system are the deep litter
system and the battery cage system.
 Environment is highly controlled
 Method of choice for commercial Farmers (Crest Fiji Limited, Rooster
Poultry Limited, Ram Sami and Sons Limited)
2. Semi –  Dual-purpose improved breeds are raised (example: folding system)
Intensive  Some inputs provided as the poultry feed on pasture in restricted
environment
3. Extensive  There are two systems that are categories in this system and that is free
range system and village type system.
 Done for meat and egg self sufficiency
 Unimproved breeds are raised
 Minimum inputs provided by the farmer
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STUDENT ACTIVITY
1. State the most suitable system of raising poultry in the table below:
DESCRIPTION SYSTEM
Raising chicken in a village on an island where
commercial feed is not available.
Commercial egg production
Producing for own use with minimum cost
Egg for sale to the high end niche market that buys
chicken products raised in a humane way
Birds kept on floor covered with litter.
1. Collect pictures of the different systems of raising poultry and prepare a chart and present to the
class.
SUMMARY
The choice of poultry depends on the type of poultry (layer/broiler), scale of operation, available
resources and the intended market.
SELF EVALUATION
Complete the Following Sentences
1. Putting Poultry in __________________________ reduces egg wastage and unclean eggs.

2. In extensive system farmers provide ____________________ inputs.
3. The system of raising chicken in wood shavings is known as ________________________.
4. Intensive system of raising chicken is suitable for ____________________ purposes.
LESSON 3 The Intensive System of Raising Poultry
LESSON OUTCOME
1. identify the two methods of raising poultry under the intensive system
2. describe the two methods of raising Poultry under the Intensive System
3. state the advantages and disadvantages of the two methods identified.
VOCABULARY
Reared - to be raised
Foul - bad smell
Pathogen - disease causing organism
Insulation - to protect heat, electricity by passing through by covering with a material
Spores - a small living thing that can germinate and grow into a pathogen
Cages - structure in which birds are kept for restricted movement.
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Hysteriosis - abnormal nervousness in birds.
Coccidiosis - diarrhea with blood stains.
NOTES
 The two methods of raising Poultry under the Intensive systems are Deep Litter System and Battery
Cage System.
1. The Deep Litter System
Description Advantages Disadvantages

- Most common system of Broilers, - Safety of Birds - Eating of pathogen
Layers, Breeders and Layer - Litter as a source of food spores with litter
Pullets supply - Pecking
- Litter material is wood shavings , - Hygienic, comfortable and - Feed wastage
dry grass etc. to cover the floor safe to birds - Foul smell if not
- An initial layer of litter is spread - Labour saving ventilated
for the animals to use for bedding - A valuable fertilizer: - Litter gets wet easily
material and to defecate in, and as - Provides insulation against
the litter is soiled, new layers of cold and hot temperatures
litter are continuously added by - It is economical
the farmer. - Controls diseases
- Only right numbers of birds - It increases the efficiency of
should be housed production.
- The house should be well
ventilated.
2. The Battery Cage System
Description Advantages Disadvantages

-common for egg production - Greater number of birds is - Difficulties in ensuring proper
- cages are made of wire reared per unit area ventilation to birds especially
- 2-4 birds are kept per cage - Facilitates correct in summer season and under
- eggs are clean and collected maintenance of records very high dense conditions.
from outside the cage - Helps in identifying poor - Incidence of leg problem, cage
- birds do not come into contact producers and prompt culling layer fatigue, fatty liver
with the droppings which - Easier control of poultry syndrome, flies and foul
passes through the wire of the cannibalism and egg eating smelling gases in the house
cage floor to the ground - It helps in production of clean will be on increases
below eggs - Hysteriosis of chicks
- the whole system including - Easy control of parasitic - General treatment of birds
feeding, watering, egg disease like Coccidiosis and - Cannibalism
collection, climate control, worm infestation
and lightening may be - Prompt steps to control feed
automated wastage.
- Higher Egg production of a
caged layer
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A Deep Litter System A Battery Cage System
STUDENT ACTIVITY
1. What are some major materials that can be used as litter in the deep litter system?
2. Is this system suited to Fiji’s climatic condition? Give reasons?
3. Is it used by the major commercial broiler producers?
4. State two advantages and two disadvantages of the deep litter system
5. What are some places where the cages can be sourced?
7. What are some places where the cages can be sourced?
9. Is it used by the major commercial egg producers?
10.State two advantages and two disadvantages of battery cage system of raising poultry.
SUMMARY
Most common system of raising poultry by farmers is the deep litter system especially layer pullets and
broilers.
Battery caged system is a suitable method used for layer production on commercial farms
SELF-EVALUATION
As a poultry farmer which poultry raising system will you choose and why?
108
LESSON 4 The Semi-Intensive System of Raising Poultry
LESSON OUTCOME
1. identify the method of Raising Chicken under Semi-Intensive System
2. describe the method
3. state the advantages and disadvantages of the system.
VOCABULARY
Folding unit - portable enclosure in which poultry are raised.
NOTES
The Semi- Intensive system of raising poultry sustainably is the folding system.
The Folding System

Description Advantages Disadvantages Diagram
- In a portable folding - cost of feed is - portable units are
unit birds are reduced expensive
confined to one - good disease control - not suitable for hilly
small run. The - birds well protected or poorly drained
position is changed from adverse soils
each day, giving weather and - Laying eggs and
them fresh ground. predators nests are soiled with
The birds find a mud during wet
considerable weather
proportion of food http://www.birdtrader.co.uk
from the herbage
and are healthier and
hardier.
- fold system is
common in a tree
plantation e.g.
coconut
- fold system should
be on a flat well
drained land
- the unit is moved for
effective pasture
management
- feed, water and nests
are provided
- the entire unit is
locked up at night to
protect the stock
from predators
STUDENT ACTIVITY
In groups, make a model of a Folding System
109
SUMMARY
A farmer would choose a folding system of raising chickens depend on the location of his farm and the
availability of resources.
Lesson 5 The Extensive System of Raising Poultry
LESSON OUTCOME
1. identify the method of raising poultry bird under the extensive system
2. describe the method
3. state the advantages and disadvantages of the system.
VOCABULARY
Scavenge - poultry searching their feed and water outside.
NOTES
 The two methods of raising chicken under the extensive system are: Free Range and Backyard Systems.
 The table below shows the features of Free Range and Backyard Systems of raising chicken.
Free Range System Backyard System
-This system allows great but not unlimited, - birds scavenge for food in the backyard
space to the birds on land where they can - Birds make their own nests, incubate and hatch
find an appreciable amount of food in the their own eggs.
form of herbage, seeds and insects
- Generally, poultry scavenge in the vicinity of the
- Should be protected from predatory
house during the daytime where they may be
animals and infectious diseases including given broken grains and maize
Description
parasitic infestation
- Nesting boxes are provided for birds to lay - occasional feed and water may be provided by the
eggs. farmer
- Broiler birds are also raised under free - Mostly local breeds of chicken are raised under
range system. this system.
- Mother hens incubate and raise her chicks
-Night shelter may or may not be provided
- low input system
Advantages
- Low feed expense - utilization of kitchen waste

- Very low labor input
- Higher price for products
- Mortality rate is higher, - eggs are soiled

- productivity is low -
Disadvantages
poor nutrition for birds

- no protection from weather conditions
- losses of birds and eggs by predators, thieves
- Low output
- No records kept
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Diagram
http://www.birdtrader.co.uk http://www.birdtrader.co.uk
STUDENT ACTIVITY
1. From the three major systems mentioned above which one would choose if you were a poultry farmer
and state the reasons for the following situations:
a. Subsistence
b. Semi-commercial
c. Commercial
SUMMARY
Even though there are different systems of raising poultry sustainably the farmer would choose a system
that fits his situation or location, the available resources he has and his objective of setting his farm.
SELF - EVALUATION
How does poultry birds raised in extensive housing system susceptible to diseases?.
111
AS 10.4.1.6 EXPLAIN THE CHALLENGES FACING THE POULTRY
INDUSTRY AND POSSIBLE SOLUTIONS TO THE CHALLENGES.
LESSON 1 CHALLENGE FACING THE POULTRY INDUSTRY AND SUGGESTED
SOLUTIONS.
LESSON OUTCOME
1. identify challenges facing the poultry industry

2. describe the challenges
3. discuss the possible solutions to the challenges
VOCABULARY
Subsidy - government assistance to aid or encourage a private enterprise that serves
to benefit the public.
Raw materials - natural product which manufacturers turn into another.
Susceptible - easily influenced or harmed by
Vaccinated - protection against a disease by injecting vaccines into the bloodstream.
NOTES
The poultry industry faces many challenges. Some of the challenges are shown in the table below with its
suggested solutions.
Problem Solutions
1. Cost of feed  Government to provide subsidies.
Most of the raw materials for manufacturing  Farmers to provide locally produced raw
feed is imported therefore the cost of feed is materials.
expensive. Wheat and maize is mostly
imported from other countries.
2. Adverse weather conditions  Farmers to build raised sheds and to be well
Fiji is a prone flooding area and also ventilated.
experiences hurricane and long drought season.  Should be built on raised ground level away
from prone flooding areas.
3. Diseases  Day old should be from reputable hatcheries.
Poultry birds are also susceptible to various  Day old should be vaccinated.
viral, fungal and bacterial diseases.  Restrict visitors.
 Proper management practices to be adhered
to.
4. Competition  Farmers to raise efficient feed convertors and
There is competition between farmers on breeds of layers to produce good grades of
grades of eggs and live weight of broiler birds. eggs.
 Proper feeding and better management
practices to be practiced for better products
in the market.
5. Availability of inputs(day old chicks and feed)  Farmers to be encouraged to cultivate local
raw materials for production of feed
 Government to provide assistance to farmers
in the cultivation of wheat and maize
products.
112
STUDENT ACTIVITY
1. State a reason why Fiji has to import maize or wheat from other countries
2. How can the government assist poultry farmers?
3. State a reason why farmers have to buy day old birds from a reputable hatchery?
4. What do you understand by the term efficient feed convertors?
5. State two ways in which we can maintain quality grades of eggs and meat birds?
Poultry farming is a business that faces many Make a list of the challenges that your school or
challenges that hinders efficiency. However to farmers around your area face and ways in
overcome these challenges farmers need to find which they have dealt with the challeng
solutions to these challenges.

AS 10.4.1.7 RECOGNISE THE IMPORTANCE OF MANAGEMENT
PRACTICES IN THE REARING OF POULTRY BIRDS FOR BETTER
PRODUCTION AND SUSTAINABILITY.
LESSON 1 RAISING POULTRY BIRDS – BROODING PHASE
LESSON OUTCOME
1. identify the two types of brooder
2. describe the two types of brooder
3. list the components of the brooder
4. discuss the seven main fundamentals of brooding
5. practice the seven fundamentals of brooding during the brooding stage in the school poultry shed.
.
VOCABULARY
Brooder - equipment for brooding chicks, which supplies the chicks with feed, water,
warmth, security and heat.
Debeaking - act of removing 1/3 of the upper beak of layers.
Pullets - young female birds that have not started laying egg (0-18 weeks)
NOTES
 Sustainable poultry production does not focus solely on maximum productivity but rather includes bird
welfare and protecting the environment.
 The brooding period, generally considered as the period of time from placement to either 6 weeks
(layer pullets) or 2 weeks (broiler), is perhaps the most important time in a bird’s life.
 Survival of the newly hatched chick is largely dependent on how quickly and efficiently the transition is
made from the Hatchery to the farm environment. Mistakes made during this critical time may be
irreversible and negatively impact performance for the entire life of the flock.
THERE ARE TWO TYPES OF BROODERS
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A COLD BROODER A WARM BROODER
- No heat source - presence of light/heat source
TOP- A home-made brooder

A cold brooder
BOTTOM-A commercial brooder
http://www.cobb-vantress.com
http//:www.forum.backyardpoultry.com
WHAT ARE THE SEVEN MAIN FUNDEMENTALS OF BROODING?
- Check chicks 2 hours after placement in brooder to ensure they are comfortable.
1. PRE-PLACMENT PREPARATION
- The key to successful rearing lies
in an effective management program
starting well before chicks arrive at
the farm.
- Rearing facilities should be clean,
disease free.
- The entire floor should be
covered with 3-4” (7.5-10.0 cm) of a
good quality litter material to prevent
heat loss.
- Water lines should be cleaned,
sanitized and thoroughly flushed prior
to flock placement.
- Stocking density should take into
consideration (70-110 birds/m2)
2. FEED MANAGEMENT
- The use of supplemental feeder
trays is recommended.
- Starter feed should be fed during
The effect of temperature on the bird distribution under
this period in crumble form.
3. LIGHT MANAGEMENT brooders.
- Continuous lighting should be Source: www.cobbvantress.com
provided for the first 48-72 hours
post placement.
- Provide an intensity of 20-60 lux (~2.0-6.0 ft. candles) for the first 7 days to help chicks find feed and
water more easily.
4. WATER MANAGEMENT
- Bird drink about twice as much water by weight of feed consumed.
- Water consumption increase or decrease according to the environmental temperature.
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- Some medications are administered in the drinking water.
5. TEMPERATURE MANAGEMENT
- Observe chicks and adjust for their comfort, making sure not to overheat.
STAGES OF GROWTH TEMPERATURE (0C)
WEEK 1 35
WEEK 2 32
6. AIR QUALITY & VENTILATION
- Ventilation distributes heat evenly throughout the house and maintains optimum air quality in the
brooding area.
7. DEBEAKING (layers)
- Prevents feed wastage
- Prevents cannibalism
- Prevents damage of eggs
8. DECLAWING – Cutting off of the chicken claws.
- Prevent injuries to the birds
- Prevent feather pricking
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STUDENT ACTIVITY
1. State the ages at which broilers and layers are brooded.

2. What is the main function of a brooder?
3. Describe the seven fundamentals of brooding day-old chicks by filling in the table below.
Number Fundamental Brief description
1
2
3
4
5
6
7
4. Why are layer birds’ debeaked?
SUMMARY SELF - EVALUATION

The key to maximizing bird performance is the Differentiate between a cold brooder and warm
provision of a consistent house environment brooder and state a reason why brooding is a
especially during brooding. very crucial process in raising poultry birds.
LESSON 3 RAISING POULTRY BIRDS – REARING PHASE
LESSON OUTCOME
1. list the management practice for the rearing phase of poultry birds
2. describe the management practice
3. discuss the importance of each management practice
4. practice the management practices in the school poultry shed.
VOCABULARY
Rearing - second phase of poultry management where they are allowed to
grow.
Ad libitum - feeding at free will and feeds available all the time.
Point of lay - age at which layer birds start to lay eggs (around 18-20 weeks)
NOTES
The following are the standard rearing ages for broilers and layers in Fiji:
- Broiler: 3 weeks to 5 weeks
- Layer: 6 weeks to 18/20 weeks (till point-of-lay)
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REARING
LAYERS BROILERS
PRACTICE
- Fed grower pellets/crumble - Fed grower pellets
- Fed ad-libitum - Fed ad-libitum
Feed
Management - 1 tube feeder can cater for 80-100 birds.
When changing the feed type, it is important to ensure that it is gradually changed in a
period of 3-5 days.
Water - Clean water provided ad-libitum - Clean water provided ad-libitum
Management - Avoid spillage - Avoid spillage
- Enough oxygen. - Enough oxygen.
Ventilation - Control relative humidity. - Control relative humidity.
Management - Maintain good litter conditions. - Maintain good litter conditions.
- Low levels of ammonia and carbon dioxide - Low levels of ammonia and carbon dioxide
Stocking - An area of less than 1bird/1 ½ ft2 - An area of around 1bird/ft 2
Management
Weighing - Regular weighing so that target weights - Regular weighing so that target weights
Management are achieved are achieved
Litter - Spread dry litter on top before it gets wet - Spread dry litter on top before it gets wet
Management or cakes form or cakes form
Lighting - 14.5 hours light and 9.5 hours dark - 18-20 hours (for feeding)
Management (stimulates layers to lay eggs)
- Check and monitor stock of incidence of - Check and monitor stock of incidence of
Disease any disease, any disease,
Management - Separate diseased stock immediately and - Separate diseased stock immediately and
administer control administer control
STUDENT ACTIVITY
1. State the ages at which broilers and layers are reared.

2. Describe the seven fundamentals of rearing broilers and layers.
Number Fundamental Brief description
1
2
3
4
5
6
7
3. What is the importance of lighting to layer birds?
SUMMARY
The following rearing practice: feed, water, ventilation, light, disease, stocking, weighing management
and are important components in the management of poultry birds.
SELF - EVALUATION
Why should a poultry farmer be cautious of the management practice during the rearing phase?
117
LESSON 4 RAISING POULTRY BIRDS – LAYING PHASE
LESSON OUTCOME
1. identify the basic laying practices
2. describe the importance of each management practice in the laying phase
3. practice the management practices in the school poultry shed.
VOCABULARY
Off – lay - layers stop producing eggs due to irregular lighting
Moulting - birds stop producing eggs and start to lose their feathers
NOTES
Laying phase starts at 22 weeks, but birds are put in cages at 18/20 weeks.
WHAT ARE SOME BASIC LAYING PRACTICES?

1. Feed Management - Feed layer mash
- Directly related to the size of eggs
- Approximately 120g/day
2. Water Management - Clean water provided ad libitum
3. Ventilation Management - Enough oxygen

- Control relative humidity
- Low levels of ammonia and carbon dioxide
4. Stocking Management - 2-3 birds per cage
5. Weighing Management - Regular weighing of birds
6. Lighting Management - 15.5-16 hours of light (for stimulating chickens to lay eggs)
- Irregular lighting will make birds go off-lay and into moulting
7. Disease Management - Check and monitor stock for incidence of any disease
- Separate diseased stock immediately and administer control
8. Culling - Unproductive birds are removed from the flock (sold or eaten)
- E.g. non layers, shells become thin, etc.
1. At what age do layer birds start to lay eggs?

2. What feed is given to layers during laying phase?
3. How many birds are placed in one cage?
4. Describe briefly the 8 management practices for laying birds.
118
No. Fundamental Brief Description
5. State three ways on how unproductive layers are identified and culled.
SELF EVALUATION
What would happen if the birds do not receive 16 hours of light?
Matching
the space beside the matching term.
List A List B
_____ Culling 1. Age at which layers start to lay eggs
_____ Light 2. Feed given to layer birds that is mixed with sand
_____ Layer mash 3. Removal of unproductive bird from the flock
_____ Cage 4. Stimulates layers to lay eggs
_____ Point of lay 5. Place where layers are out to maximize production
LESSON 5 FEEDING OF POULTRY BIRDS
LESSON OUTCOME
1. list the types of feed for poultry birds
2. identify the feed types, time given and the nutrient content of the feed
3. explain the importance of proper feeding of poultry birds
4. calculate the feed conversion ratio of the poultry bird in the school poultry shed.
5. discuss the importance of feeding management in poultry birds.
VOCABULARY
Ration - formulation of feed given to the animal for optimum growth.
Nutrition - is the science of feeding animals.
Crumble - pelleted feed that has been broken into smaller granular pieces.
Pellet - (feed) compressed into a circular or cubic mass, forced through die
Openings by mechanical process and cut at predetermined lengths.
Mash - a mixture of ingredients in meal form.
Palatable - taste of the diet.
119
NOTES
Animals derive their energy from

the food they eat. The chemical
energy contained in food is
converted to animal protein,
carbohydrates and fats when it is
eaten and digested by the animals.
With regards to poultry production,
a scientist view a bird as a machine
for converting chemical energy
stored in poultry meat (as shown in
the figure below).
What are the components of

chicken feed?
1. Carbohydrates - to supply energy to maintain the body
2. Proteins - to supply essential amino acids for muscle(meat) growth
3. Fats - supplies concentrated energy
4. Minerals - for chemical reactions (especially calcium for shell-layers)
5. Vitamins - for normal body functioning
6. Water - for digestion, regulation of body temperature etc.
What are two main types of feed ration available in Fiji?
1. Home Made Feeds 2. Commercial Feeds
- uses grains that are available locally e.g. - Specially formulated for livestock
maize, rice e.g. poultry rations
- uses by-products from factories e.g. Twisties, - True concentration of ingredients
mill mix known.
- True nutritional value of feed not known. - used under intensive systems
- used under extensive system - bought from feed mills. E.g. Crest
Fiji limited, Ram Sami and Sons
Limited and Pacific Feeds Limited
Types of feed for different stages of chicken’s ages
Type Growth Phase Age Feed Percent Crude

(Weeks) (Protein)
Broiler Brooding 0–2 Broiler Starter Crumble 22 %
Rearing/Growing 3–6 Broiler Grower Pellet 20%
Finishing 7–8 Broiler Finisher Pellet 18%
Layer Brooding 0-6 Layer Starter 20 %
Rearing/Growing 7-17 Layer Grower 18 %
Laying 18-52 Layer Mesh 16-17%
Feed Conversion Ratio (FCR)

120
 It is a measure of an animal's efficiency in converting feed mass into increased body
mass.
 In chickens it should be less than 2:1. (The lower the FCR the more efficient the system)
 Formula: FCR = Total feed eaten(kg)
Total live weight gain (kg)
 Example: The total amount of feed eaten by birds was 100kg and gained 200kg live
weight. Calculate the FCR = Total feed eaten (kg) = 100kg = 1 = 1:2.
Total live weight gain (kg) 200kg 2
Thus, the birds gained 2kg of body weight after eating 1kg of feed. It is a good FCR.
STUDENT ACTIVITY
1. Briefly explain the components of feed and their functions.
2. State 2 ways on how energy is lost from the feed to the animal’s body.
3. What are the two types of feed available to feed the poultry? Can they both be used for intensive
poultry production?
4. State the types of broiler and layer chickens feed at different phases of growth.
5. The total amount of feed eaten by birds was 100kg and gained 50 kg live weight. Calculate the
FCR.
SUMMARY
Poultry birds have to be fed with the correct feed, amount and the right time for better production.
Self - evaluation
SELF EVALUATION
What is the best feed conversion ratio for poultry birds?
LESSON 6 RECORD KEEPING IN POULTRY BIRDS.
LESSON OUTCOME
1. identify the types of record kept in the poultry farm
2. discuss the importance of keeping record in the poultry farm.
VOCABULARY
Records - it is a documentation of an event that has taken place.
Physical record - are records of non- monetary quantities and descriptions e.g.
yields.
Financial records - any monetary records kept e.g. receipts, invoices etc.
NOTES
Accurate records are a necessary part of good poultry farming. Such records as mortality, egg
production and feed used must be kept on a daily basis. It is a good practice to summarize
121
records at the end of every week and keep them in a book. The interpretation of farm records is
an important aid in solving production problems.
a) Physical Records : b) Financial Records :

i) Daily Records – best kept in the shed itself, i) Daily Records:
in a note book or a record card. Records all money spent on the layer operation.
E.g. Records expenditure and income.
Broilers--- mortality, culls, feed given etc.
Pullets ---- mortality, culls, feed given etc. ii) Payments:
Layers ---- mortality, culls, feed, egg Use a cheque for payments and carefully record
production etc. details on the butt of each cheque.
ii) Weekly Records:
a) Broilers- average weight of flock iii) Receipts:
b) Pullets – average weight of pullets Record all cash and cheques received either in a
c) Layers – weekly egg production and feed simple receipt book or a note book and regularly
consumption bank all amounts received.
STUDENT ACTIVITY
1. Draw up a simple physical record for a layer farm
EGG COLLECTION RECORD
Week M T W T F S S TOTAL
1
2
3
4
5
2. Draw up a simple financial record for a layer farm.

INCOME AND EXPENSE RECORD
WEEK Eggs Sold Price per dozen Total Income Total Expense Profit or Loss
(Dozens)
1
2
3
4
5
SUMMARY
Record keeping is important in any enterprise as it is a document used for decision making and also for
monitoring the progress of the farm.
122
SELF - EVALUATION
1. The egg sales record is an example of _______________ record.

2. The mortality rate will be recorded as _____________________ record.
3. An example of weekly records is __________________________.
4. Feed expense record is an example of _______________ record.
5. _______________ Records are non-monetary records.

AS 10.4.1.8 DISCUSS THE EGG COLLECTION PROCESS AND SLAUGHTERING OF
BROILER BIRDS.
LESSON 1 EGG COLLECTION PROCESS.
LESSON OUTCOME
1. list the egg collection process

2. describe each process
3. prepare an income and expense account of the layer project in the school.
VOCABULARY
Candling - it is holding the egg against light to see the presence of germinal disk by
which fertile eggs are identified and taken to hatchery.
Egg grading - the process of sorting eggs to put into different grades for sale.
NOTES
Egg Collection in Fiji is done manually after it has rolled out of the cage twice a day. It is then taken to
the egg processing facility where it is graded, packed and sold. For commercial farms overseas this
process is automated to save time and labor cost as their facilities will have more than 50,000 birds on a
farm.
123
2.Dry
Cleaning
3. Wet 1.Collection
cleaning
Egg
Collection
Process
4.Candling
6.Packing
(optional)
5. Grading
Egg collection Explanations Diagrams

processes
COLLECTION Manually in crates of 30,
wheel barrows by farm
labourers.
DRY CLEANING This involves manual
cleaning with dry moist tissue
to remove soiled eggs and
also with removable
impurities, and cracked eggs.
WET CLEANING Once the eggs enter the egg
(Optional otherwise they processing center, within
are packed and sold as minutes to 12 to 14 hours
“Dirty eggs”) post-lay, they are washed.
CANDLING This a process that is done to

(Only done in breeder check for the viability of eggs
farms) not practiced for and a bright light is placed on
commercial egg the air space side of an egg to
production check for the presence of
germinal discs.
124
GRADING Grading is done with the
assistance of machines that
works out the difference in
the weight of eggs and classes
them or put them together in
set out weight categories.
PACKING Eggs are packed in specially
shaped boxes that
accommodate the shapes of
eggs. It avoids breakages and
allow good aeration and
cooling. This allows good
storages and allows easy
transportations of eggs.
STUDENT ACTIVITY
1. Take note of the process and procedures for the egg collection processes.
2. Draw the different processes of egg collections in a flow diagram with brief explanations.
SUMMARY
The following processes are involved in the collection of eggs: collection, dry cleaning, wet cleaning,
candling, grading and packing.
SELF - EVALUATION
Complete The Following Sentences
1. The main purpose of washing is to remove _______________ on egg shells.
2. __________ is the process done to check the viability of eggs.
3. Sorting out of eggs into their weight categories is known as ______________.
4. For safe transportation eggs are stored in ________________.
5. A ______________is referred to as the main product of this enterprise.
LESSON 4 PREPARATION OF MEAT BIRDS
LESSON OUTCOME
1. list the slaughtering process
2. discuss the slaughtering process
3. practice the slaughtering process in the school
4. calculate the FCR
5. prepare an income and expense account of the poultry project in school
VOCABULARY
1. Offal - refers to the internal organs of animals.
125
NOTES
Health Status Of Chickens  Afterwards, the chickens are put inside a plastic
 Chickens to be sent to a slaughterhouse should crate.
be healthy  It is necessary to count the number of chickens
 Chicken Health Certificate should be obtained in one crate.
from a veterinarian. Chicken Transportation From Farm To
How To Properly Catch Chicken On Farms Slaughterhouse
 The process of catching penned chickens affects  Lack of air supply for the chickens in the middle
the quality of chicken meat produced. part of the stacks, can lead to the death of
 Before catching the chickens, it is suggested to chickens
herd them to one side of the pen. After they are  Careless handling due to unloading the baskets
gathered in one side of the pen, the chickens from the vehicle.
then can be caught.
 Catching is conducted by holding the thighs
using one hand while the other hand holds the
chicken’s body.
PROCESSESS PHOTOGRAPHS
LIVE CHICKEN
HANDLING
 Minimum of 2 hour rest at
slaughter house
 Should not be fed for at least
8 hours but only water to be
given.
ANTEMORTEM
EXAMINATION
 An examination of chicken’s
health before slaughtering
STUNNING
 The chicken are placed
upside-down on a conveyor
with legs held upwards.
 Chickens are then submerged
in electrified water
126
SLAUGHTERING AND
BLEEDING
 The chicken are stabbed in
the neck
 the average time for chicken
to bleed completely is 3-5
minutes
SCALDING IN HOT
WATER
 Aimed to ease the plucking
procedure
 Submersion in hot water with
temperature 52-55ºC for 90-
120 seconds
PLUCKING
 Removal of feathers in
automated pluckers.
EVISCERATION
 Removal of internal organs
(offal)
POSTMORTEM
EXAMINATION
 Checking of the meat to have
a safe and edible carcass.
127
CARCASS WASHING AND
CHILLING
 the objective of washing is to
clean any dirt that sticks to
the chicken skin
 The objective of chilling is to
decrease the carcass’s
temperature, so that the
microorganism growth and
enzyme activities in
carcass/meat can be
obstructed, so the storage
period can be longer.
CARCASS PACKAGING
AND TRANSPORTING
 Carcass is packed, chilled
and transported in a closed
chiller truck for sale/storage.
STUDENT ACTIVITY
1. In groups allocated by the teacher, draw up the steps involved in the chicken slaughter
process in a form of a flow chart.
SUMMARY
Meat birds have to go through a various slaughtering processes before reaching the ultimate consumers.
SELF- EVALUATION
Explain why good hygiene is practiced in the abattoir

AS 10.4.1.9 DESCRIBE THE USES OF POULTRY PRODUCTS AND BY - PRODUCTS.
LESSON 1 POULTRY PRODUCTS AND BY- PRODUCTS.
LESSON OUTCOME
At the end of this lesson the student:
1. list the poultry products and by-products

2. state the uses of the poultry products and by –products
128
NOTES
The illustration below shows the usefulness of poultry products and by – products.
Offal
 Edible – Liver, Heart,
Eggs Gizzard (Giblets) Meat
 Use for decorations  Use as a source of food by
 Source of food. providing protein.
POULTRY
 Inedible – feed, baits
PRODUCTS AND BY
Feathers - PRODUCTS
 Use for ornamental Litter
 Used as organic manure
STUDENT ACTIVITY purposes

1. From the poultry farm in your school or locality identify the products and by – products obtained.
2. Briefly explain their uses.
SUMMARY
Poultry products and by – products have various uses. They can be used as food and is a good source of
protein and also manufacture for livestock feed.
SELF - EVALUATION
Choose a poultry product or by – product and state its uses.

AS 10.4.1.10 DISCUSS THE POULTRY DISEASES THAT AFFECT THE POULTY
INDUSTRY IN FIJI.
LESSON 1 PEST AND DISEASE CONTROL IN POULTRY BIRDS.
LESSON OUTCOME
1. identify poultry diseases that affect poultry
2. describe the causes, symptoms, susceptibility prevention, treatment and prevention of the poultry
diseases.
VOCABULARY
Susceptibility - age at which the chickens are most at risk of diseases.
Causal Agents - the disease causing organisms responsible for causing
129
disease.
Transmission - how the diseases are spread within the flock.
Clinical Signs - symptoms shown by the infected animal.
Treatment - practices for controlling the diseases on farms.
Prevention - practices for ensuring that there is no incidence of diseases
on farms.
NOTES
Disease management is paramount in achieving good production (see Lesson 5). Healthy stock is more
productive then unhealthy stock.
The farmer can enable his farm to be disease free through:

1. Housing management - A chicken house must be clean and dry at all times.
2. Bird management – buy vaccinated day old chicks
3. Feeding management - Provide a well-balanced diet with sufficient quantities
4. Disease management - Seek veterinary advice at the first sign of disease in the flock, Remove dead
birds immediately and dispose of them by burning or burying.
5. Regular checks
- Daily - Clean feed and water toughs, Remove droppings, Observe your birds to check their health
and welfare
- Weekly - Remove dirty litter, add fresh one
- Monthly - Check for mites and body lice
6. Follow strict procedures before bringing in a new flock (all-in-all-out)

- Remove all litter, feeders and drinkers
- Scrape off all visible dirt from all surfaces
- Wash the whole house and equipment thoroughly with water and a cleaning agent
- Provide new litter, install and fill the feeders and drinkers.
COCCIDIOSIS CHRONIC INFECTIOUS WORMS ( Internal

DISEA
SES
RESPIRATORY BRONCHITIS Parasites)

DISEASE
- disease of the - Disease of young - A highly - inhibit the
DESSCRIPTION
intestine of chickens caused by contagious, virus intestines of

poultry caused by bacteria, disease of poultry in chickens and cause
protozoa, giving mycoplasma Fiji. poor growth rates
diarrhoea which galliosepticum. and diarrhoea.
is usually blood
stained
- young growing - Poultry of all ages , - chickens of all ages - All poultry,
SUSCEPTI
BILITY
chickens signs more however, younger

pronounced in young birds are more
birds severely affected.
130
- one of the many - Mycoplasma - a corona virus - Large round worm
species of the galliosepticum - Caecal worm -
AGENTS
CAUSAL
protozoan
- Capillaria worms
parasite Eimeria
spp. - Tapeworms
- Gapeworms – live
in the trachea
- By eating - chickens hatched - Through air - Worm eggs pass
TRANSMISSION
oocysts (spores) from infected eggs - It may persist in out, develop into
from litter, water - Droplet inhalation infected sheds for larva , swallowed
or feed. from sneezing up to 4 weeks by birds feeding on
affected birds the ground (direct
or are present in
other prey
organisms)
- severe diarrhoea - signs usually - Panting , coughing - Rough feather
with mucus or develop slowly in , sneezing , eye and - poor growth rates
blood the flock nose discharge and feed intake
CLINICAL SIGNS
- Initially a watery - Growth rate is

nose and eye affected
discharge, and
then coughing.
sneezing, gurgling
and panting
- poor growth rates
and feed intake
- effective drugs - Medication of - No specific - Barium antimonyl

(coccidiostats) drinking water treatment , tartrate
such as Amprol with antibiotics however IB is - Bithionol
TREATMENT
(60ml / 20litres such as Tylan (50- often , made - Aviverm, 18

of water) Toltro 100 milligrams / complicated by milligram per
(10 g /20 litres bird for 2-3 days). C.R.D 450grams of
of water) for 5- Aureomycin, or - Water medication bodyweight in the
10 days Terramycin, with antibiotics as drinking water
25g/185 litres of for CRD is usually
water for 4-5 days. advisable
- use medicated - all-in-all-out policy - Vaccination of - removal of litter and
feed - With thorough broilers at day old. thorough cleaning
- keep the litter - Good management
PREVENTION
cleaning and of stock sheds

dry spraying of sheds - Avoid - good farm hygiene
- adopt strict between batches. overcrowding and nutrition
hygiene on the - Allow for adequate - All- in- all- out
farm ventilation policy with
- Do not overstock thorough cleaning
sheds of sheds
131
STUDENT ACTIVITY
FIELD TRIP/RESEARCH
1. Research/visit a poultry farm in your locality.
2. State one major effect of diseases on farms.
3. Try to find out the most common poultry diseases on farms.
4. State what measures the farmers takes to prevent and control these diseases.
5. State the importance of the following practices in maintaining a healthy stock:
a. Vaccination
b. Sanitation
c. Medicated feed
5. Discuss the most important disease on the farm under the given headings:
- Causes, signs and symptoms, treatment, preventative measures.
SUMMARY
Disease is another factor that hinders production. It is important to maintain the hygiene of the farm to
minimize production cost and also for efficiency production.
SELF - EVALUATION
Identify the most common poultry disease in the community.
132
BIBLIOGRAPHY
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Brown L., Hindmarsh R., McGregor R., 1989. Dynamic Agriculture Book 1. McGraw-Hill Book
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Camp, W. 2009. Managing Our Natural Resources, 5th Edition. Delmar Cengage Learning, Virginia.
544pp
Cobb-Vantress Inc, 2009. Brooding Fundamentals Guide. [online] Cobb-Vantress Inc. Available at:
<http://www.cobb-vantress.com> [Accessed 11th November 2014].
Cobb-Vantress Inc, 2010. Broiler Management Guide. [online] Cobb-Vantress Inc. Available at:
<http://www.cobb-vantress.com> [Accessed 10th November 2014].
Daniels, T. 2009.The Digestive System of A Chicken. [Online] Available at
https://poultrykeeper.com/digestive-system-problems
Dickinson, N., Richard T., and Kozlowski T. 1991. Composting to Reduce the Waste Stream.
Northeast Regional Agricultural Engineering Service, NRAES-43. Ithaca, N.Y.: Cooperative
Extension, 44 pp.
Dr. Jacob. J. External Anatomy of Poultry. University of Kentucky. Available at
https: //www.google.com/search=External+Anatomy+of+Poultry
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and Agriculture Organization of the United Nations. Available at <http://www.fao.org/organicag/en/>
[Accessed on 14th November, 2014]
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www.fao.org/docrep/005/Y4628e/y4628E05.htm [Accessed on 4th July, 2017]
Foth, H. D. 1990. Fundamentals of Soil Science, 8th Edition. Wiley, New York. 384pp
Jansen A., Parkinson S., Robertson A.: 1990. Food And Nutrition In Fiji Volume 1. University of the
South Pacific, Suva. 479pp.
Kitinoja L. and Kader A. 2003.Small-Scale Postharvest Handling Practices: A Manual for

Horticultural Crops. University of California, Davis. 260pp.
Manner, H. 2006. Traditional Agroforestry Systems of the Pacific Islands. Guam, University of
Guam, 34pp.
Matthews, G. 1979. Pesticide Application Methods. Longman, London. 334pp.
Ministry of Education, 2013. Poultry Production Unit 5. Student’s Workbook pp158-164.
Ministry of Primary Industries, 2011. Crop Farmers Guide. [online] Department of agriculture.
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<http://www.agriculture.org.fj/index.cfm?si=main.resources&cmd=forumview&uid=cfg> [Accessed
on 12th November, 2014]
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Ministry of Primary Industries, 2011. Technical Publications. [online] Department of agriculture.
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<http://www.agriculture.org.fj/index.cfm?si=main.resources&cmd=forumview&uid=moatechpublica
tions> [Accessed on 13th November, 2014]
Rynk, R., 1992. On-Farm Composting Handbook. [online] Northeast Regional Agricultural Engineering
Service, NRAES-54. Ithaca, N.Y.: Cooperative Extension,186 pp.
http//afritrac.co,za
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http//www.google image.com-crop rotation
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http//www.google.com/search?q=egg+structure+function
http//www.hakraequip,emt.com/images/rotovator.jpg
http//www.image/diamondBackMoth
http//www.5.imimg.com/datas/RX/WC/MY-35081099/rotary-tiller
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http//www.keyword – suggections.com
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http//www.organicpotroga.blogspot.com
http//www..PinsDaddy/integrated disease management
http//www.pinyerest.com
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STRAND AS10.1 AGRICULTURAL CONCEPTS

STRAND AS10.2 FARM MANAGEMENT

AS 10.2.2 FINANCIAL CAPITAL 30

STRAND AS10.3 AGRONOMY

STRAND AS10.4 LIVESTOCK PRODUCTION

AS10.1.1 GENERAL AGRICULTURE

The student will appreciate, discuss and

1. state the importance of export and import of agricultural commodities

Importance of Export and Import

Major exports of Fiji Major Imports of Fiji

1. State five major agricultural products cultivated in Fiji.

1. Differentiate between imported and exported products in Fiji. Give examples.

How to maintain the quality of farm products?

Good quality products Poor quality products

Which of the two products would you buy? Why?

LESSON 1 CAREERS IN AGRICULTURE

LEVEL ONE LEVEL ONE –

LESSON 1 ORGANIC FARMING

Importance of Organic Farming

 Higher nutritional value in food

Pesticide free Lower yields

Soil conservation Labour intensive

Safer food ORGANIC No GMO’s

Low water wastage

Integrated farming, Organic bio-fertilisers, Crop

LESSON 2 INTEGRATED FARMING SYSTEM (IFS)

1. define the term Integrated farming system (IFS)

Monoculture - production of only one product from the whole farm.

• "pig tractor" systems where the animals are confined in crop

1. list two examples of bio-fertilizers

Examples of Organic Bio-fertilizer

 Biocompost: It is a kind of organic fertilizer, which is

The difference between the two:

Advantages of Organic Bio-Fertilizers

1. Prepare and Use Organic Bio fertilizers

Location : Can be done by forming a basic pile in your backyard

What You'll Need : A compost bin of your choice, Food scraps

Process in Preparing a Compost:

a) Collect the kitchen and garden waste etc…

1. define the term crop rotation

Advantages of crop rotation

Disadvantages of Crop rotation

An Ideal crop rotation for vegetable farms

LESSON 5 INTEGRATED CONTROL OF PESTS, WEEDS AND DISEASES

1. define the term integrated control

Fallow - resting a piece of land from cultivation

Advantages of Integrated Control

 Promotes ecologically sustainable control measures in agriculture.

Picture: Itch grass (Rottboellia cochinchinensis) is

 Protects environment through elimination of unnecessary

Diamond Back Moth is a very destructive pest for Cabbage

Picture: Top; English cabbage damaged by Diamond Back https://www.image/DiamondBack Moth

Bottom right; Adult Diamond Back moth.

https://www.PinsDaddy/integrated disease management

Discuss why farmers are totally relying on integrated farm approach.

AS10.2.1 FINANCIAL CAPITAL

The student will appreciate the importance of

CONTENT LEARNING OUTCOME

LESSON 1 PRIMARY AND SECONDARY TILLAGE IMPLEMENTS