REPUBLIC OF THE PHILIPPINES

Department of Education
PUBLIC TECHNICAL-VOCATIONAL
HIGH SCHOOLS

COMPETENCY-BASED
LEARNING MATERIAL
THIRD YEAR

HORTICULTURE NC II
Unit of Competency: CONDUCT PRE-HORTICULTURAL FARM
OPERATIONS
Module No. 1 Module Title: CONDUCTING OF PRE-
HORTICULTURAL FARM OPERATIONS

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 MODULE I

QUALIFICATION TITTLE : HORTICULTURE NC II

UNIT OF COMPETENCY : CONDUCT PRE-
HORTICULTURE
FARM OPERATIONS
MODULE TITLE : CONDUCTING PRE-
HORTICULTURAL FARM
OPERATIONS
NOMINAL DURATION : 15 HOURS

WHAT IS THIS MODULE ABOUT?

This module covers the knowledge, skills and attitudes required in

preparing farm tools, implements and simple equipment for horticultural
farm operations. It also includes maintenance of farm facilities and safety
precautions to be observed in horticultural farm operations.

WHAT WILL YOU LEARN?

After completing this module, you should be able to:

1. prepare farm tools, implements and simple equipment for
horticultural operations;
2. maintain farm facilities; tools, and
3. observe safety precautions in horticultural farm operations.

WHAT DO YOU ALREADY KNOW?

Pre-test

Let‟s find out how much you already know about the identification,
classification and preparation of the tools, farm implements and
equipment and routine farm operations.

A. Identification. Identify the words being described by each of the

following sentences. Choose your answer from the given choices in the
box. Write the letter of your answer in your quiz notebook.

a. shop building e. wheel barrow i. bolo

b. green house f. shovel j. pick mattock
c. storage barn g. disc harrow k. exposure
d. safety h. nursery shed l. native plow

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 1. A structure where agricultural chemicals are being kept.
2. It is a light structure where seedlings are being cared for before
planting.
3. A more sophisticated building in which seedlings are being started.
4. A building where hand tools are being stored.
5. A building where fertilizers are kept.
6. A hand tool that is used for digging smaller size of hole.
7. It refers to the physical or environmental conditions of work which
allow the workers to perform his/her job without or within
acceptable exposure to hazards.
8. When a person or worker comes in contact with hazard.
9. A tool with one end of its blade flattened and the other is pointed at
right angles to its handle.
10. This tool resembles the appearance of spoon and used for
transferring soil.
11. An implement being pulled by a working animal that is used to till
the land.
12. An implement mounted to a tractor that is used to pulverize the
newly plowed soil.
13. A small cart used to transport things, usually in the form of an
open container with a single wheel at the front and two handles at
the back

B. Read the questions carefully. Write the letter only of your choice in
your quiz notebook.
14. Which tool is used for cutting grasses?
a. shovel
b. bolo
c. crowbar
d. pick mattock
15. What tool does NOT belong to the group?
a. crowbar
b. mattock
c. shovel
d. pruning shear
16. Proper care and maintenance of farm tools are necessary in order
to:
a. prolong the serviceability of the tools
b. be available for use
c. save time and effort
d. all of the above
17. Farm tools, implements and equipment are very important in pre-
horticultural operations because they:
a. make work easier
b. make work faster
c. save time and effort
d. all of the above

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18. What work hazard is NOT possible in the repair of the roof of a
nursery shed?
a. exposed to hazardous liquid
b. face exposed to extreme heat
c. prone to fall
d. bodies exposed to sharp or rough surfaces
19. What preventive action can a student apply when he/she is
exposed to dust? He/She will wear
a. eye and respiratory protection
b. hearing protection
c. safety footwear
d. hard cap
20. The environmental impact of improperly disposed waste and
agricultural chemicals are the following EXCEPT:
a. air pollution
b. water contamination
c. dirty and ugly surroundings
d. friendly and healthy surroundings
21. What equipment in horticultural operations is used to draw water
from a source?
a. water pump
b. sprinkler
c. water pail
d. sprayer
22. Why do we need to conduct pre-operative check up of tools,
implements and equipment before use?
a. To check if the tools are serviceable
b. To determine the functionality of tools, and implements
c. To repair defective tools
d. All of the above
23. What preventive structure shall we provide if the area of our
horticultural farm is prone to run off?
a. fire hydrant
b. wind breaks
c. drainage canal
d. water sealant
24. Why is it necessary to apply oil to the metal parts of tools and
implements when they will be stored for a long time?
a. To prevent them from rusting
b. To retain its shiny look
c. To clean the tools
d. All of the above
25. What facility shall we construct if the problem is on stray animals?
a. nursery shed
b. vicinity fence
c. storage barn
d. farm shop

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LESSON 1

PREPARE FARM TOOLS, IMPLEMENTS AND SIMPLE EQUIPMENT

WHAT IS THIS LESSON ABOUT?

The lesson deals with the identification and pre-operative check up

of farm tools, implements and equipment for horticultural farm
operations.

WHAT WILL YOU LEARN?

At the end of the lesson, you should be able to:

1. identify and classify farm tools, implements, and simple
equipment for horticultural farm operations;
2. conduct basic pre-operative check up of tools, implements and
equipment; and
3. develop the value of checking up of tools before use to avoid
accidents.

LET US STUDY

Let us Define

Hand tools – objects that are usually light and are used without the help
of animals and machines
Farm implements – accessories pulled by animals or mounted to
machineries to make the work easier
Equipment – powered tool machine used in farming
Repair – to restore something broken or damaged to good condition.
Prepare – to take the necessary action to put something into a state
where it is fit for use or for a particular event or purpose.

Farm tools, implements, and equipment play a very important role in

horticultural operations. Their presence make the work much easier and
faster. However, even if one may have the most sophisticated tools and
implements, if he does not know how to use them, they are useless. In
order to do horticultural operations successfully, one must have a good
working knowledge of the tools, implements and equipment before using
them.

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Hand Tools

Hand tools are usually light and are used without the help of
animals or machines. They are being used in performing farm activities
which involve small areas like school garden and home garden.

Examples:

1. Bolo is used for cutting of grasses

and weeds, loosening and
pulverizing the soil, digging small
holes for planting and posts, and
breaking the topsoil in preparing
garden plots if no other tools are
available.
2. Crowbar is used for digging big
holes and for digging out big stones
and stumps.

3. Pick-mattock is used for digging

canals, breaking hard topsoil and
for digging up stones and tree
stumps.

4. Grab-hoe is used for breaking hard

topsoil and pulverizing soil.

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5. Spade is used for removing trash or
soil, digging canals or ditches and
mixing soil media.

6. Shovel is used in removing trash,

digging loose soil, moving soil from
one place to another and for mixing
soil media.

7. Rake is used for cleaning the

ground and leveling the topsoil.

8. Spading fork is used for loosening

the soil, digging out root crops and
turning over the materials in a
compost heap.

9. Light hoe is used for loosening and

leveling soil and digging out
furrows for planting.

10. Hand trowel is used for loosening

the soil around the growing plants
and putting small amount of
manure in the soil.

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11. Hand cultivator is used for
cultivating the garden plot by
loosening the soil and removing
young weeds around the plant.

12. Hand fork is for inter row

cultivation.

13. Pruning shears is for cutting

branches of planting materials and
unnecessary branches of plants.

14. Axe is for cutting bigger size post.

15. Knife is for cutting planting

materials and for performing other
operations in horticulture.

Farm Implements

These are accessories which are being pulled by working animals

or mounted to machineries (hand tractor, tractor) which are usually used
in the preparation of wide land. These are usually made of a special kind
of metal.

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Examples are:
1. Plows. These are farm implements used in horticultural operations
either pulled by a working animal or a tractor. The plow is
specifically used for tilling large areas, making furrows and inters
row cultivation.
Plows pulled by working animals are made of either a
combination of metal or wood or pure metal. They are used to till
areas with a shallower depth than that of the disc plows which are
pulled by tractors.

Native plow Disc plow

2. Harrow. The native wooden harrow is made of wood with a metal

tooth and pulled by a carabao while the disc harrow is a metal
mounted to a tractor. Harrows are used for tilling and pulverizing
the soil.

Native wooden harrow Disc harrow

3. Rotavator. The rotavator is an implement mounted to a tractor
used for tilling and pulverizing the soil

Equipment

These are machineries used in horticultural operations especially

in vegetable production. They are used in land preparation and in
transporting farm inputs and products. These equipment need a highly

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skilled operator to use.
1. Hand tractor is used to pull a plow and harrow in preparing a large
area of land.
2. Four wheel tractor is used to pull disc plow and disc harrow in
preparing much bigger area of land.
3. Water pumps are used to draw irrigation water from a source.

Hand Tractor Four Wheel Tractor Water Pump

Other materials, tools and equipment

1. Water pails – for hauling water, manure and fertilizers

2. Sprinklers – for watering seedlings and young plants
3. Wheel barrow – for hauling trash, manures, fertilizers, planting
materials and other equipment
4. Sprayers – for spraying insecticides, foliar fertilizers, fungicides and
herbicides

Water pails Sprinklers Wheel barrow

Trigger sprayer Knapsack sprayer Power Sprayer

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 It has been mentioned earlier that tools, implements and
equipment facilitate work conveniently but then a user must bear in
mind that knowledge on the usability of these tools lead a safe and
successful endeavor. Before using any of the tools, implements, and
equipment, always check whether or not they are still usable or
serviceable. Always check or refer to the manual of operations as
prescribed by the manufacturer for other tools and equipment that are
new to you. Always ask the assistance of skilled operator whenever
necessary.

Tools that are defective should be separated and be fixed

immediately to avoid accident.

PRE-OPERATIVE CHECK UP OF FARM TOOLS, IMPLEMENTS AND

EQUIPMENT

Imagine that the long, hot summer vacation has finally come to an
end. It‟s the beginning of the school year and you are ready to start
working your vegetable gardens. But before that check first the tools,
implements and equipment you are going to use.

Armed with your working clothe and personal protective equipment

(PPE), please proceed to the shop to retrieve your tools so that you can
start clearing away the last remnants of summer and begin breaking the
soil for a new year. Imagine your frustration as you start pulling out all of
your tools to see that they are covered with rust and dirt that has
hardened like concrete, and crusty globs of oil that have collected dust
last vacation. It seems that you are going to spend more time cleaning
and repairing tools on this nice day than you will actually use them.

LET’S REMEMBER

To facilitate any work in the field, farm tools, implements, and equipment
should be prepared ahead of time before field work starts. In doing such, you
can avoid untoward incidents that may happen due to negligence.

Always remember to use the right tool for the right task. Serviceability of
tools depends on how they are being used, maintained and stored.

HOW MUCH HAVE YOU LEARNED?

A. Read the questions carefully and select the best answer by writing
only the letter in your quiz notebook.
1. What do you call that hand tool that is used for digging smaller size
of hole?
a. bolo
b. crowbar
c. grub hoe
d. pruning shear

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2. Which tool is used for cutting grasses?
a. shovel
b. bolo
c. crowbar
d. mattock
3. What tool does NOT belong to the group?
a. crowbar
b. mattock
c. shovel
d. pruning shear
4. Farm tools, implements and equipment are very important in pre-
horticultural operations because they __________
a. make work easier
b. make work faster
c. save time and effort
d. all of the above
5. A tool with one end of its blade flattened and the other is pointed
at right angles to its handle is --------
a. pick mattock
b. crowbar
c. bolo
d. spade
6. This tool resembles the appearance of spoon and is used for
transferring soil is
a. spade
b. shovel
c. spading fork
d. grub hoe
7. What implement in tilling the land is being pulled by a working
animal?
a. harrow
b. native plow
c. disc plow
d. disc harrow
8. An implement mounted to a tractor used to pulverize the newly
plowed soil.
a. trailer
b. disc harrow
c. native plow
d. disc plow
9. What equipment in horticultural operations is used to draw water
from a source?
a. sprinkler
b. sprayer
c. water pail
d. water pump

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 10. A small cart used to transport things, usually in the form of an
open container with a single wheel in front and two handles at the
back is --------------.
a. hand tractor
b. tractor
c. basket
d. wheel barrow

A. Answer the question below. (10 points)

What benefit do you get if you familiarize yourself to the uses

of the different tools, implements, and equipment in horticultural
operations?

LET US APPLY WHAT YOU HAVE LEARNED

Conduct a practical test in the farm shop. Proceed to the farm shop
and identify, classify or sort out the farm tools, implements and farm
equipment according to use by filling in the table below. Write your
answers in your quiz notebook.

Classification of
Name Uses
Tools
Tools 1.
2.
3.
4.
5.
Implement 1.
2.
3.
4.
5.
Equipment 1.
2.
3.
Other Materials 1.
2.

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Rubric Score Card for the identification of tools/implements and
equipment

Name ___________________________ Date ___________________

Yr. & Sec. _______________________

Activities Weight Score Points (weight x score)

Mastery of the identity 40%
of the
tools/implements and
equipment
Mastery of the uses of 60%
each tool, implement
and equipment
TOTAL POINTS EARNED

LEGEND:

Points Earned - Descriptive Rating

25 - 30 - Outstanding
18 - 24 - Very Satisfactory
11 - 17 - Satisfactory
1 - 10 - Needs Enrichment

RESOURCES

Pruning shear CBLM

Pick Mattock Water pump
Grab hoe Plow
Wheelbarrow Sprayer
Bolo Sprinkler
Spade Harrow
Axe Tractor and its accessories
Shovel Nursery shed or
String greenhouse
Knife Bodega or Farm shop
Cutting saw buildin
Rake

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REFERENCES

Agricultural Arts for Secondary

Agricultural Arts (T.H.E., SEDP, NSEC series) by Ramon G. Asuncion
et.al.
Farm Mechanics Textbook by Phipps, McColly, Scranton, & Cook p.393 –
689
Growing Vegetables by Tony Biggs p.6 – 7
Growing Rich, Tasty Veggies in Harmony with Nature, vol. 1 by Jef Van
Haunte-Lyds Quileste Van Haunte p.117-120
http://www.antiquefarmtools.info
http://www.cdc.gov/niosh/pdfs/01-111b
http://www.ebc.com.au

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LESSON 2

MAINTAIN FARM FACILITIES

WHAT IS THIS LESSON ABOUT?

This lesson deals with the maintenance of farm facilities. It

includes cleaning and repairing of defective farm tools, implements and
equipment.

WHAT WILL YOU LEARN?

At the end of the lesson, you will be able to:

1. perform maintenance activities of farm facilities based on standard
manual;
2. clean garden tools, implements and equipment;
3. repair defective tools, implements and equipment; and
4. develop the value of cleanliness and orderliness.

LET US STUDY

Let us Define

facility- something designed or created to provide a service or fulfill a

need
nursery shed – a light structure where seedlings are cared for before
planting. The shed also provides shade to growers while raising
seedling
green house – a more sophisticated building in which seedlings are being
started before bringing to the nursery shed. In most green houses,
environmental conditions are controlled
storage barn – a building where agricultural chemicals are being stored
shop building – a building where hand tools are being stored and
repaired
manual handling – any activity that requires a person to use force to
push, hold, restrain, or carry an object.
maintenance – work that is done regularly to keep a machine, building,
or piece of equipment in good condition and working order

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Maintaining Farm Facility

The most common facility we have is nursery shed or greenhouse.

It must be thoroughly cleaned and organized. Users are required to help
in the general cleaning to maintain safe, sanitary, and orderly work
environment.
General housekeeping requirements for users are:
• clean worktables and/ potting benches
• clean floors and benches during and after work
• use compost and trash cans
 replace lids to avoid insect and growth of bacteria
• clean sinks after each use and limit the amount of soil going down
drains

In cooperation with the users, the staff should:

• wash and/or sweep floors of greenhouses and potting areas at least
once per week
• empty trash and compost cans regularly
• sanitize and disinfect work areas as the need arises
• empty bottles or containers of chemicals and other unusable
materials should be disposed properly following the practice of
waste management act

For productive, cost-efficient and effective farm facilities, here are

activities you can immediately implement:

 Schedule a regular clean up at least twice a year. This is also

the time to undertake a general inspection on machines and
equipment. The activities include removing all cobwebs, thorough
scrubbing of the ceiling, walls, and floor, and cleaning of machines.
Segregate unserviceable tools, implements and equipment that are
beyond repair from those that can be repaired.
 Schedule clean-up activities twice a month, including wiping
lighting fixtures and windows, scrubbing of rest rooms, cleaning
and oiling of metal parts of farm tools, and placing lubricants to
the moving parts of machines. Repair defective tools, implements
and equipment as soon as possible.
 For regular clean-up chores, give workers about five minutes
daily to tidy the work station, including the tools, farm
implements, machine and equipment they use before they go
home. This motivates the next workers (if they you operate in
shifts) to start work immediately. Besides, this is a subtle way of
developing in them the housekeeping routine.
 Cultivate the habit of collecting waste even before it touches
the floor. Provide a sack or bag in one or two corners of the
workplace where you can throw your garbage. At the end of the
day, your workers can just put their wastes in the designated
places for disposal at the scheduled day and time.

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How to Clean Your Tools

Let‟s start with the basics. Your shovel, spade, hoe, or even the
blades on a hedge trimmer will be a lot easier to use if you take a few
minutes to knock some of the rust off the blade. Not only will this extend
the life of the tool, but also it will cut through the soil better, and thus
require less effort to use. It is a good idea to keep a large whetstone in
your shop to sharpen the blades of your garden tools. This tool can be
purchased at most hardware stores. A whetstone is an ideal tool to use to
keep all of the cutting edges on your garden tools honed. It will work well
on your shovel, as well as many other common garden tools.

The best way to use the stone is to find a way to stabilize the tool
that you want to work on. A bench vise is ideal. You will be able to clamp
the tool into place at an angle, so you can work on it. Clamping the
garden tool into place with a vise frees up both of your hands to use the
whetstone and gives you more control over what you are doing.

Apply a little bit of lubricating oil to the end of the tool and
carefully begin to work the stone over the blade. Maintain a 30-degree
angle between the stone and the blade to form the ideal cutting edge for
your tool. Not only will the edge become sharper, but you will also be
removing any pitting and rust that has formed at the edge of your tool‟s
blade.

In instances where the moving parts of your

garden tools (e.g. pruning shears, and loppers) have
frozen in place, like springs and pivot joints, you should
disassemble them carefully. Clean and make them free
from rust and dirt that keep the tools from functioning
properly. Break free any rust or dirt that may keep the
tool from functioning properly. Remove stubborn rust
with fine steel wool or wire brush. Using an old toothbrush with some
lightweight lubricating oil is a great way to work fresh oil into the joints of most
garden tools. Fresh oil will not only help your tool work
as it is intended but it will also prevent the formation
of rust. Use medium-grit sandpaper to remove rust
on larger tools such as shovels, spades, and hoes.

Once your tools are clean, they're ready to be

sharpened. When sharpening, try to maintain the
original factory bevel or angle. For pruners, use a
whetstone because it produces a very sharp cutting edge. Depending on
the type of whetstone, apply a few drops of oil or
water to the stone. With the beveled side of the
blade against the stone, rub the sharp edge of the
blade toward the stone in a curved motion, as if you
were trying to shave off a thin slice from the stone.

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 When working with a file, stabilize the blades in a vise or against a
solid surface such as a work bench to avoid injury and ensure an even
stroke. Always push the file across the blade in a motion away from your
body. Move the file diagonally, so that its cutting teeth are biting into the
metal on the tool. When sharpening with a file, do not use oil; metal
filings will accumulate and clog the file's serrations.

Farm implements like ordinary plow and wooden harrow should be

checked thoroughly before use. Loosened bolts and nuts should be
tightened firmly. Disc plow and harrow should also be lubricated on their
moving parts like bearings. Tractors should be tuned-up very well by an
skilled operator. Check on their oil, lubricant, fuel and cooling system.

Tools that are defective should be separated and be fixed

immediately to avoid accident.

Simple Repair and Modification of Tools and Implements

“Simple garden tools are simple to repair”. Spend a little time
checking your garden tools for things to fix and recycle.

To replace a tool handle:

1. Clamp the tool blade in a bench vise.
2. Remove the handle from the hasp using a drill, hammer, or
other tools as needed.
3. Insert the new handle into the hasp.
4. Tighten the handle in the hasp using fasteners. Use a screw
and screwdriver to firmly attach the handle to the tool head.

To fix a leaky hose:

1. Cut through the hose on either side of the bad section using
a sharp knife.
2. Attach male and female hose couplings to the cut ends,
following the directions that come with the couplings. If the
new hose fittings don't slide in easily, try softening the ends
of the hose in hot water or lubricating them with soap or
cooking oil.
To fix a broken tooth of rake/fork:
Bring this to the shop and weld the broken portion of the tools.
Do the same with the other tools and implement that need
welding. For farm machineries that need repair, contact expert
mechanics to the job.

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Installation of Preventive Structure

It has been observed that as we go on our horticultural work we

always experience the occurrence of inclement weather. Before it is too
late, think of anything that you can do to safeguard your crops, tools and
other facilities. We should not only focus our attention for occurrence of
inclement weather but we have to consider also other elements that may
cause loss or damage to our property (ex. astray animals, fire and
thieves).

Let‟s take a look into our facilities, such as; nursery shed, storage
house, and farm shops. Examine their physical conditions (roofing,
sidings, or floorings). Can they survive any disaster that may occur? Are
the things inside safe? If not, what preventive structures should you
undertake?

Below is a table indicating the facilities physical conditions,

possible calamities or disaster that may occur and the suggested
preventive structures or contingency measures to be undertaken.

Facilities Physical Calamities/ Suggested preventive/

conditions Disaster contingency measure
Nursery Weak posts typhoon Put braces
shed
Storage Leaking roofing Heavy rains Put water sealant
barn (vulcaseal)
Farm shop Unsafe windows Thief/burglars Put grills and heavy
and doors duty padlocks
Fires Provide fire hydrants
Or call fire department
Run off Construct drainage
canal
Vicinity Dilapidated Astray animal Reconstruct fence
fence

Prepare Farm Facilities for Storage:

After a quite long time, farming operations finally come to an end.
This time we have to check the tools, implements, and equipment we
used and prepare them for storage.
Regarding the preparation of garden tools for long storage, you can
adopt some of the practices mentioned below:
 Begin by gathering all hand tools and removing any dirt or rust
with a wire brush, steel wool or light sandpaper. An old pro‟s tip is
to keep a galvanized tub with sand and waste oil to clean tools in.

19
 By inserting the shovels, spades and forks into the mixture and
moving them up and down, they get a good scrubbing with the
abrasive sand as well as a coat of lubricant.
 Sharpen the tools using a file that is made specifically for this task.
Remember to move the file in one direction only, and at a 45 degree
angle.
 Sand wooden handles with sandpaper and follow up with a coat of
paste wax or linseed oil if necessary.
 Spray all metal parts with a good coat of lubricating oil. This will
discourage rust as your tools are stored in your tool shed or
garage.
 Store your tools up off the ground and in a dry spot.
 Drain water hoses and hang them in the garage. Water hoses left
out during winter and exposed to freezing temperatures are more
likely to tear and spring leaks.
 Don‟t forget about the lawnmower. If you don‟t have a chance to
use up the gas before storing it, add a gas stabilizer to the fuel tank
to prevent corrosion.
 Store pesticides out of reach of children and pets. Store dry
pesticides in plastic bags. Liquid pesticides should be stored in a
location that will stay above 40 degrees F.
By following these few basic preparatory steps, you can ensure that
on the following year, you‟ll be working in your garden instead of working
on your garden tools. With proper care of the farm tools, implements and
equipment, you can also save yourself from buying new ones.
For proper care and maintenance of farm hand tools and
equipment, the following guidelines should be observed:
1. Hand tools must always be kept dry in a tool rack when they are
not being used.
2. Tools should be washed or cleaned before keeping them in the tool
rack.
3. The iron parts of tools should be oiled, greased or painted with coal
tar when they are to be stored for a long time.
4. Defective tools should be repaired immediately. Those tools,
implements, and equipment which are beyond repair should be
disposed properly.
5. Cutting and digging tools (bolos, scythe, hoes and axes) should be
frequently sharpened.

LET US REMEMBER

Using the appropriate and in good condition tools will make the
work easier, faster, less prone to accidents and minimize their wear and
tear.
Proper care and safekeeping of tools, implements and equipment in
accordance with the standard practices shall be done to ensure longer
usability of facilities.

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HOW MUCH HAVE YOU LEARNED?

Answer the following questions.

1. What should you do to your tools after use and why? (5 pts.)
2. Why is there a need to construct preventive structures in your work
place? (5pts)
3. What preparations should you do before you store the farm
facilities? (5pts)

LET US APPLY WHAT YOU HAVE LEARNED

Conduct post operative check up of the farm tools, implements and

equipment in the tool room and perform the following:
1. Segregate the damaged tools from the good ones.
2. Clean the tools and place them in their rack.
3. Repair tools with slight damage and ask assistance in repairing the
heavy damaged tools.
4. Observe safety precautions while doing the tasks.

RESOURCES

Pruning shear CBLM

Pick Mattock Water pump
Grab hoe Plow
Wheelbarrow Sprayer
Bolo Sprinkler
Spade Harrow
Axe Tractor and its accessories
Shovel Nursery shed or
String greenhouse
Knife Bodega or Farm shop
Cutting saw building
Rake

21
REFERENCES

Agricultural Arts for Secondary

Agricultural Arts (T.H.E., SEDP, NSEC series) by Ramon G. Asuncion
et.al.
Farm Mechanics Textbook by Phipps, McColly, Scranton, & Cook p.393 –
689
Growing Vegetables by Tony Biggs p.6 – 7
Growing Rich, Tasty Veggies in Harmony with Nature, vol. 1 by Jef Van
Haunte-Lyds Quileste Van Haunte p.117-120
A Practical Safety Guide for the Horticulture Industry in the Murray
Valley
http://www.antiquefarmtoolsinfo
http://www.cdc.gov/niosh/pdfs/01-111b
http://www.ebc.com.au
http://www.sofweb.vic.edu.au/safe@work/workplace_hazards.asp
http://www.hse.gov.uk/pubns/iacl102.pdf
http://www.hse.gov.uk/pubns/misc165.pdf
http://www.farm-garden.com/growing-vegetables/artichokes
http://www.sofweb.vic.edu.au/safe@work/workplace_hazards.asp

22
LESSON 3

OBSERVE SAFETY PRECAUTIONS IN HORTICULTURAL FARM

OPERATIONS

WHAT IS THIS LESSON ABOUT?

This lesson deals on the safety precautions in horticultural farm

operations. It includes risk management, classes of hazards, and possible
hazards in horticultural farm operations.

WHAT WILL YOU LEARN?

At the end of the lesson, you should be able to:

1. observe safety precautions in horticultural farm operations;

2. identify possible hazards in horticultural farm operations; and
3. discuss classes of hazards.

LET US STUDY

Let us define

safety – the physical or environmental conditions of work which comply

with the prescribed Occupational Health Safety (OHS) Standards
and which allow the workers to perform his or her job without or
within acceptable exposure to hazards
occupational safety – the practices related to production and work
process
health – a sound state of the body and mind of the workers that enable
him or her to perform the job normally

Safety Precautions in Handling Farm Facilities

Horticultural farm operations deal with a lot of activities to be done

in the different workplaces. While performing these activities we expose
ourselves to a lot of risks. Workplace hazard is a major cause of accident,
injury, or harm to a worker who performs such task. These hazards
should be the major concern of all who are involved in a certain job or
work.
It is important to distinguish hazard, risk and exposure when
undertaking risk management.
o Hazard is the potential for harm, or adverse effect on an employee‟s
health. Anything which may cause injury or ill health to anyone at
or near a workplace is a hazard.

23
 o Risk is the likelihood that a hazard will cause injury or ill health to
anyone at or near a workplace. The level of risk increases with the
severity of the hazard and the duration and frequency of exposure.
o Exposure occurs when a person comes in contact with a hazard.

Risk management

Risk management is a four step process

1. Identify the hazard

The first step in reducing the cause of an accident is hazard
identification. Hazard identification is identifying all situations or
events that could cause injury or illness. Eliminating or minimizing
workplace hazards needs a systematic approach. It is essential to
try and anticipate all possible hazards at the workplace known as
the ‘what if?’ approach.

Methods for identifying hazards

There are many methods that are useful for identifying
hazards including:
o reviewing your workers‟ compensation data and check the
incidence, mechanism and agency of injury, and the cost to
the organization. These statistics can be analyzed to alert the
organization to the presence of hazards
o staying informed on trends and developments in workplace
health and safety, for example via the internet or OHS
publications
o reviewing the potential impact of new work practices or
equipment introduced into the workplace in line with
legislative requirements
o doing walk-through surveys, inspections or safety audits in
the workplace to evaluate the organization‟s health and
safety system
o considering OHS implications when analyzing work
processes
o investigating workplace incidents and „near hits‟ reports - in
some cases there may be more than one hazard contributing
to an incident
o getting feedback from employees can often provide valuable
information about hazards, because they have hands-on
experience in their work area

2. Assess the risk associated with the hazard

This step involves gathering information and making
decisions. It is important to consider the causes and impact of
hazards in a work place. To avoid risking the workers health,
introduce some precautionary measures.

24
 3. Control the risk

The third step in effective risk management is to establish

and maintain systems which give opportunity for regular
evaluation and review procedures. Evaluation means examining
control measures to ensure that risks are eliminated or reduced
and have not caused new hazards.

There are three categories of control measures you might

take. You can eliminate the hazard, minimize the risk, and
introduce „back-up‟ controls (when all other options in the previous
categories have been exhausted).

4. Review the process.

The review system applies to the overall risk management

process and checks if it is working effectively.

Classes of Hazard

Hazards are classified into five different types. They are:

1. Physical - includes floors, stairs, work platforms, steps, ladders,

fire, falling objects, slippery surfaces, manual handling (lifting,
pushing, pulling), excessively loud and prolonged noise, vibration,
heat and cold, radiation, poor lighting, ventilation, and air quality)

2. Mechanical and/or electrical - includes electricity, machinery,

equipment, pressure vessels, dangerous goods, fork lifts, cranes,
hoists

3. Chemical - includes chemical substances such as acids or poisons

and those that could lead to fire or explosion, like pesticides,
herbicides, cleaning agents, dusts and fumes from various
processes such as welding

4. Biological - includes bacteria, viruses, mold, mildew, insects,

vermin, animals

5. Psychosocial environment - includes workplace stressors arising

from a variety of sources.

25
List of Possible Hazards in Horticultural Farm Operations

Possible Harmful Possible Supervisor Preventative

Effects Action to Prevent Action Students
HAZARD Injury / Illness Can Take

Handling of farm Wounds/cuts  Provide necessary safety  Observe safety

tools precautions precautions
Unleveled terrain Falls  Place appropriate safety  Observe safety signs
Cuts signs  Wear PPE including
 Require appropriate PPE
Dust Foreign body in eye  Provide eye and  Wear eye and
Respiratory effects respiratory protection respiratory protection

Fertilizers Skin contact may result  Use least hazardous  Use PPE
in allergic reaction product for the task  Follow safe working
Pesticides Swallowing of pesticides  Dispense and mix procedures when
or inhalation of fumes chemicals in well- handling chemicals
can lead to headache, ventilated areas  Clean up spills
nausea, dizziness,  Store and label chemicals immediately
Fuel vomiting - poisoning, appropriately
loss of consciousness  Ensure the availability
and fatality. of First Aid Kit
 Provide emergency
Long-term exposure eyewash
may result to chronic  Provide appropriate PPE
(ongoing) illness  Clean up spills
including cancer immediately
Manual handling Musculoskeletal  Provide mechanical aids  Use mechanical aids
(bending, disorders, including  Provide training in safe  Seek help when you
reaching, sprains and strains manual handling think a team lift is
stretching, techniques required
pulling, lifting,  Encourage team lifts  Exercise before
repetitive starting the work
motions,
awkward posture)
Hot or cold Heat rashes, heat  Provide regular rest  Be aware of potential
weather cramps, heat stress, breaks hazards during hot or
conditions dehydration, loss of fine  Provide shade cold weather
motor controls,  Re-schedule work if the conditions that cause
sunburn, numbness, weather is extremely illness . Rest and seek
frostbite, unfavorable assistance if you feel
 Assess work hours in that heat or coldness
difficult conditions affect you.
 Provide sufficient water  Wear appropriate
during hot weather clothing and take
 Wear appropriate PPE regular rest.

Handling soil/ Legionnaire‟s disease  Minimize dust  Follow proper hygiene

Potting mixes  Provide appropriate  Wear appropriate PPE
clothing and PPE
 Observe proper hygiene

26
LET US REMEMBER

“An ounce of prevention is better than a pound of cure,” a saying

which always reminds us of our safety in everything we do. Take the
necessary safety measures in any work we perform.

In every farm operation we undertake, we expose ourselves to risk

or hazards. To be safe in performing such job, we see to it that our
workplace complies with OHS standards. Always maintain a workplace
free from work hazards. Apply the principles of good housekeeping.

HOW MUCH HAVE YOU LEARNED?

Answer the following questions (10 points each)

1. What are the possible hazards you can identify in our workplace?
2. What are the preventive actions you apply when you are going to
work with fertilizers and pesticides?

LET US APPLY WHAT YOU HAVE LEARNED

Proceed to the nursery shed and evaluate that workplace. Identify

and list down the possible hazards inside and outside the shed. Make
and suggest preventive measures of each hazard identified. After you are
done, submit your findings to your teacher.

RESOURCES

Pruning shear CBLM

Pick Mattock Water pump
Grab hoe Plow
Wheelbarrow Sprayer
Bolo Sprinkler
Spade Harrow
Axe Tractor and its accessories
Shovel Nursery shed or
String greenhouse
Knife Bodega or Farm shop
Cutting saw building
Rake

27
REFERENCES:
Agricultural Arts for Secondary
Agricultural Arts (T.H.E., SEDP, NSEC series) by Ramon G. Asuncion
et.al.
Farm Mechanics Textbook by Phipps, McColly, Scranton, & Cook pp.393
– 689
Growing Vegetables by Tony Biggs pp.6 – 7
Growing Rich, Tasty Veggies in Harmony with Nature, vol. 1 by Jef Van
Haunte-Lyds Quileste Van Haunte pp.117-120
A Practical Safety Guide for the Horticulture Industry in the Murray
Valley
http://www.antiquefarmtoolsinfo
http://www.cdc.gov/niosh/pdfs/01-111b
http://www.ebc.com.au
http://www.sofweb.vic.edu.au/safe@work/workplace_hazards.asp
http://www.hse.gov.uk/pubns/iacl102.pdf
http://www.hse.gov.uk/pubns/misc165.pdf
http://www.farm-garden.com/growing-vegetables/artichokes
http://www.sofweb.vic.edu.au/safe@work/workplace_hazards.asp

28
POST-TEST
Let‟s find out how much you have learned in the module?

A Identification. Identify the words being described by each of the

following sentences. Choose your answer from the given choices in the
box. Write the letter of your quiz notebook.
a. shop building e. wheel barrow i. bolo
b. green house f. shovel j. pick mattock
c. storage barn g. disc harrow k. exposure
d. safety h. nursery shed l. native plow

1. A structure where agricultural chemicals are being kept.

2. It is a light structure where seedlings are being cared for before
planting.
3. A more sophisticated building in which seedlings are being started.
4. A building where hand tools are being stored.
5. A building where fertilizers are kept.
6. A hand tool that is used for digging smaller size of hole.
7. It refers to the physical or environmental conditions of work which
allow the workers to perform their jobs within the work area.
8. How does a person or worker come in contact with hazard?
9. A tool with a flattened blade at one end and pointed at the other
end.
10. This tool resembles the appearance of spoon and is used for
transferring soil.
11. An implement being pulled by a working animal used in tilling the
land.
12. An implement mounted to a tractor that is used to pulverize the
newly plowed soil.
13. A small cart used to transport things, usually in the form of an
open container with a single wheel at the front and two handles at
the back

B. Read the questions carefully. Write the letter of your choice in your
quiz notebook.
14. Which tool is used for cutting grasses?
a. shovel c. crowbar
b. bolo d. pick mattock
15. What tool does NOT belong to the group?
a. crowbar c. shovel
b. mattock d. pruning shear
16. Proper care and maintenance of farm tools are necessary in order
to----------------
a. prolong the serviceability of the tools.
b. be available for use.
c. save time and effort.
d. all of the above.

29
17. Farm tools, implements and equipment are very important in pre-
horticultural operations because they---------
a. make work easier c. save time and effort
b. make work faster d. all of the above
18. What work hazard is NOT possible in the repair of the roof of a
nursery shed?
a. exposed to hazardous liquid
b. face exposed to extreme heat
c. prone to fall from above
d. bodies exposed to sharp or rough surfaces
19. What preventive action should a student apply when he/she is
exposed to dust? He/She should wear-----------
a. eye and respiratory protection
b. hearing protection
c. safety footwear
d. hard cap
20. The environmental impact of improper disposal of waste and
agricultural chemicals are the following EXCEPT:
a. air pollution
b. water contamination
c. dirty and ugly surroundings
d. friendly and healthy surroundings
21. What equipment in horticultural operations is used to draw water
from a source?
a. water pump c. water pail
b. sprinkler d. sprayer
22. Why do we need to conduct pre-operative check up of tools,
implements and equipment before starting to work?
a. to check if the tools are serviceable
b. to determine the functionality of tools, and implements
c. to repair defective tools
d. all of the above
23. What preventive structure shall we provide if the area of our
horticultural farm is prone to run off?
a. fire hydrant
b. wind breaks
c. drainage canal
d. water sealant

30
24. Why is it necessary to apply oil to the metal parts of tools and implements
before storing them for a long period time?
a. to prevent them from rust
b. to retain its shiny look
c. to clean the tools
d. all of the above
25. What facility should we construct if there are astray animals around?
a. nursery shed
b. vicinity fence
c. storage barn
d. farm shop
26. The first step in reducing the cause of an accident is
a. assess the risk associated with the hazard
b. identify the hazard
c. review the process
d. control the risk

27. Which of the following is NOT an example of physical hazard?

a. electricity
b. floors, stairs, ladders
c. heat, cold, radiation
d. excessively loud and prolonged noise
28. Which of the following is the least objective of installing preventive
structures?
a. to attain aesthetic beauty of the place
b. to safeguard crops from astray animals and thieves
c. to avoid destruction of farm facilities due to inclement weather
d. b and c
29. Which of the following is a biological hazard?
a. machinery
b. pesticides
c. bacteria
d. falling objects
30. Which of the following is NOT true about care and maintenance of farm
facilities?
a. Hand tools must be cleaned, dried and placed in a tool rack when not
in use.
b. Cutting and digging tools should be frequently sharpened.
c. defective tools are segregated and brought to the junk shop.
d. Iron parts of tools should be oiled, greased or painted with coal tar
when they are to be stored for a long time.

31
 TABLE OF CONTENTS

CONTENTS PAGE
MODULE 1. Preparing the land for vegetable crops....... 1

What is this module about?.................................. 1

What will you learn?............................................. 1
What do you already know?.................................. 1

LESSON 1. Select site for planting vegetable crops....... 4

What is this lesson about?................................... 4

What will you learn?............................................ 4
Let us study......................................................... 4
Let us remember.................................................. 10
How much have you learned................................ 10
Let us apply what you have learned..................... 11
Resources............................................................ 12
References........................................................... 12

LESSON 2. Prepare the land for planting vegetable

crops........................................................ 14

What is this lesson about?.................................... 14

What will you learn?............................................. 14
Let us study.......................................................... 14
Let us remember................................................... 18
How much have you learned................................. 19
Let us apply what you have learned...................... 20
Resources............................................................. 20
References............................................................ 20
LESSON 3. Observe safety precautions in
horticultural farm operations..................... 23

What is this lesson about?..................................... 23

What will you learn?.............................................. 23
Let us study........................................................... 23
Let us remember................................................... 27
How much have you learned.................................. 27

32
Let us apply what you have learned....................... 27
Resources.............................................................. 27
References............................................................. 27
How much have you learned from the module........ 28

33
 REPUBLIC OF THE PHILIPPINES
Department of Education
PUBLIC TECHNICAL-VOCATIONAL
HIGH SCHOOLS

COMPETENCY-BASED
LEARNING MATERIAL
THIRD YEAR

HORTICULTURE NC II
Unit Of Competency: PRODUCE VEGETABLE CROPS
Module No. Module Title: PREPARING THE LAND FOR PLANTING
2 VEGETABLE CROPS

0
 MODULE II

QUALIFICATION TITLE : HORTICULTURE NC II

UNIT OF COMPETENCY : PRODUCE VEGETABLE
CROPS
MODULE TITLE : PREPARING THE LAND
FOR PLANTING
VEGETABLE CROPS
NOMINAL DURATION : 34 HOURS

WHAT IS THIS MODULE ABOUT?

This module covers the knowledge, skills and attitudes required in

selecting and clearing the site for planting vegetable crops.

WHAT WILL YOU LEARN?

After completing this module, you should be able to:

1. select the site for planting vegetable crops; and
2. prepare the land for planting vegetable crops.

WHAT DO YOU ALREADY KNOW?

Let’s find out how much you already know about raising vegetable
crops specifically selecting and preparing the site for planting vegetable
crops.
Read and understand the questions below. Select the best answer
then write the letter of your answer in your quiz notebook.

1. Which of the following is NOT a factor in selecting the site for

vegetable production?
a. Climatic requirements
b. Topography of the land
c. Thorough land preparation
d. Availability of water supply

2. What topography or terrain of the land is best suited for

vegetable production?
a. Water logged
b. Level or plain
c. Slightly sloping
d. Hilly/mountainous
3. Which of the following choices is NOT a factor governing
climate?
a. Water
b. Sunlight
c. Temperature
d. Presence of clouds

1
4. Which of the following sentences is NOT true about the
relationship of climate to plant production?
a. Crops and crop production are affected.
b. Topography and area of the land are affected.
c. Respiration, assimilation, photosynthesis and other
physiological processes in plants are affected.
d. Variation in plant and animal life are directly and indirectly
affected.

5. The soil is made up of different sizes of particles of sand, silt

and clay. The relative amount of each of these soil components
is:
a. soil profile
b. soil texture
c. soil formation
d. soil composition

6. The arrangement of soil particles from the surface soil to the

hard parent sock is:
a. soil profile
b. soil texture
c. soil formation
d. soil composition

7. The following are characteristics of good soil for growing

vegetable crops EXCEPT?
a. It contains plenty of minerals.
b. It has high water holding capacity.
c. It contains large amount of clay making the soil compact.
d. It has good aeration which allows the free movement of air
for respiration and development of roots.

8. Which is NOT true about soil testing?

a. It determines how fertilizers are to be applied.
b. Soil testing determines the pH level of the soil.
c. Soil testing determines the type and amount of nutrients
present in the soil.
d. Result of soil testing is the basis of making fertilizer
recommendations.

9. Which of the following factors is not necessary in the analysis of

soil samples?
a. Cropping history
b. Accessibility to water supply
c. Past lime and fertilizer treatments
d. Slope, degree of erosion, soil texture and color

2
10. The following are characteristics of thoroughly prepared land
EXCEPT:
a. The land has big clods.
b. The land is free from stubbles.
c. The land is free from growing weeds.
d. The land is thoroughly pulverized and leveled.

11. The stirring of the soil for the purpose of facilitating the
growth of plants refers to:
a. Tilling
b. Digging
c. Cultivating
d. Plowing and harrowing

12. Which of the following is NOT an objective of thorough land

preparation?
a. Make possible proper utilization of nutrients by the plants.
b. Improve aeration enabling the roots to develop and branch
out rapidly.
c. Stimulate micro-organisms to act on plant residues and
animal wastes to be used by the plants.
d. Lessen the water holding capacity of the soil.

13. Which of the following farm tools and implements is NOT

used in preparing the land?
a. plow and harrow
b. grass cutter, scythe, axe
c. pair of scissors and knives
d. garden hoe, shovel, pick-mattock

14. When is the best time to prepare the land? It is when the soil
is---------------.
a. too dry to avoid puddling.
b. too wet so that tilling would be easy.
c. not too wet as to cause puddling nor too dry as to make
pulverization of the soil difficult.
d. all of the above.

15. The following are reasons for using appropriate tools to

perform certain task. Which one is NOT?
a. To accomplish the task well.
b. To avoid the destruction of tools
c. To make the work easier and faster.
d. None of the above.

3
LESSON 1

SELECT SITE FOR PLANTING VEGETABLE CROPS

WHAT IS THE LESSON ABOUT?

This lesson deals with the different factors to consider in selecting

the site for planting vegetable crops. It also includes soil system and soil
analysis.

WHAT WILL YOU LEARN?

At the end of the lesson, you should be able to:

1. determine the different factors to consider in selecting the site for
vegetable production;
2. select the site for vegetable growing in your school or in your
community;
3. describe the soil system;
4. perform soil sampling and soil analysis by following the correct
procedures; and
5. develop the love of work.

LET US STUDY

Let us Define

Climate - the average condition in a locality in relation to temperature

and moisture.
Weather - the condition of the atmosphere with reference to its pressure,
temperature, moisture, the presence of clouds and the direction
and velocity of the wind at any given moment.
Topography - the physical features of the land surface, whether it is
sloping, flat or level and hilly or mountainous.
Factors in Selecting Site

In selecting land for agricultural use, look for land with the following
characteristics which contribute to its beneficial use:

A. General characteristics of good farm land

1. Absence of squatters and other prior claimants; land with titles

are preferred.
4
 2. Accessibility to or easily reached by motor vehicles, railroad,
farm vehicles, river transportation; near air and sea-ports
existing or proposed.
3. Near sources of potable and irrigation waters
4. Near markets or sources of food
5. Near schools, churches, and health and medical facilities
6. Fertile soil
7. With level or gently rolling topography
8. Satisfactory peace and order condition
9. Adequate supply of labor, preferably cheap labor, as well as
skilled laborers including tractor operators and mechanics.

B. Other factors to consider in site selection

1. Topography of the land

One factor to consider in site selection for vegetable production is the

topography of the land. Soil is a vital part of the earth. Without good soil
no crops could be grown. Below are the pictures of the different
topography of the land.

A level land. The farmer is plowing a level land using a tractor before
planting crops.

5
A slightly sloping land. A student of the Jones Rural School preparing a
slightly sloping land which is best for vegetable production.

Water easily drains in slightly sloping field which is best for

vegetable growing.

A hilly topography of the land.

Hilly portion of the land could hardly be reached by irrigation; it is

also difficult to till. Irrigation for crops in the hills mainly depend on
rainfall.

2. Nearness to road and transportation facilities

Vegetables are perishable. They are best liked when they are fresh
and of good quality. If the site is accessible to all forms of transportation ,
vegetable products are easily transported without much damage.

6
3. Availability of water supply

All parts of the plant need water. No plant will survive without
water. Water is an essential factor in the production of vegetable crops.
Water dissolves plant nutrients in the soil to be supplied to the different
parts of the plant. Plants can be classified according to their water
requirements such as hydrophytes, mesophytes and xerophytes.

The amount and distribution of rainfall throughout the year also

have significant effects on production. For plants grown for seed
production, water is vital during the time of fertilization.

4. Climatic requirements

The climate is mainly governed by (a) temperature (b) water and (c)
light.

There are three basic temperatures necessary for the germination

and growth of each plant specie. First, the minimum temperature limits
of the growth of plants. If the temperature goes below the minimum
temperature, the plant will not grow or will be stunted. Second, the
maximum temperature where in the plants can still survive. Third, the
moderate temperature which is between the maximum and the minimum
temperature will make the plants grow fast.

Plants which require cool temperature like Irish potato, peas and
others should be planted during the cool season and in mountainous or
high places like Baguio and Benguet. Plants like peanuts, eggplant,
tomato and pepper require a high temperature.

Temperature affects some vital processes inside the plant like

photosynthesis, respiration, absorption of water and minerals and in the
germination of seeds. Enzymes which speed up these processes are
affected by temperature. An example is in seed germination. The stored
food in the endosperm before the seeds develop should be dissolved in
order to be used as food. If the temperature is low or high for the
temperature requirement of the enzyme, they will not dissolve the stored
food.

This is also true in photosynthesis and in plant respiration. If it is

too hot, the chlorophyll present in the leaves may be destroyed. That is
why you can see burnt portions in leaves during the hot season. On the
other hand, when it is cool, the water in the soil gets a bit concentrated,
and diluted if the temperature is hot. Water and minerals can readily be
absorbed if the soil solution is diluted.

Water serves as a solvent. Nitrogen, phosphorus, potassium and

the other food elements named cannot be taken up by the plant unless
there is water in the soil, serves as a solvent for the plant food which in
the form of a solution is absorbed by the roots.
7
 Water is present in the soil either as free water, as capillary water
or as hygroscopic water. Free water is that which flows under the
influence of gravity. This water is not used by the plant; however, it is
injurious to certain crops and for their proper growth should be removed
by drainage. Capillary water is water which adheres to soil particles and
is found in the opening between them. This is the water that is of
immediate service to plant. Hygroscopic water exists as a film
surrounding and is held firmly by the soil particles and is only given by
soil particles when these are subjected to a very high temperature. This
water is an emergency substitute for capillary water when the latter is
not available in case of severe drought.

Light affects the growth of crop plants mainly through affecting (1)
their structural development (2) their food production and (3) the time
required of certain species of varieties to produce seeds. Light is
necessary for photosynthesis and is therefore required by green plants for
the manufacturing of food. Many plants are influenced by the length of
day especially with regard to flowering, fruiting and production of seeds.
This effect of light is known as photoperiodism. Some plants are known
as long day plants and others as short day plants. The long day plants
need a comparatively long day for flowering and their vegetative growth
increases when the days are short. The short day plants such as corn,
soybeans and sorghum achieve their vegetative growth when the days are
long. They flower and produce seeds when the days are short.

Climate is one of the most important factors which control plant

growth and influence crop yield in any given region from year to year.

Climate and its Relation to Crop Production

 Climate affects crops and crop production.

 It affects respiration, assimilation, photosynthesis, and other
physiological processes in plants.
 A dry climate favors the growth of vegetative leaf formation.
 Climate is also important in the growing of seedlings and cuttings
because moisture favors the development of roots and water is
essential for cell growth.

Factors Affecting Climate

1. Latitude - the distance north or south of the equator. As a rule,

the farther a region is located from the equator, the cooler is its
climate.
2. Altitude - an elevation above sea level. The higher elevation, the
temperature is lower than at sea level.
3. Mountain ranges – Mountain ranges affects wind and humidity.
4. Ocean currents - affect the temperature of neighboring areas.
5. Vegetation - More forest and vegetation are like clouding in a given
locality.
8
 Soil is defined as the loose and friable material of the earth surface
for plants to grow. In certain places and under certain conditions, soil
consists of two principal layers: a more productive top or surface layer
known as surface soil and a less productive under layer known as the
sub-soil. The soil is composed of mineral matter of different sizes of
particles known as soil texture with a small proportion of organic life and
mixed with decayed animal and vegetable materials. The soil particles
are arranged from the surface soil to the parent rock. Such arrangement
is called soil profile.

Soil Sampling and Soil Analysis

Soil sampling and soil analysis are important to determine the pH

level of the soil and the nutrients present in the soil. Results of the soil
analysis will be the basis of fertilizer application.

Steps on Proper Soil Sampling

1. Make a map of the farm showing sampling areas (SA). Divide the
farm into sampling areas. Each SA should be more or less uniform in
cropping history, past lime and fertilizer treatments, slope, degree of
erosion and soil texture and color.
2. Collect spot soil samples from each SA. In each SA dig 5 to 10 pits
and collect sample in each pit. The number of spot soil samples
depends on the size of the Sampling Area. Spot sample is taken in the
following manner:
a. Before digging the pit, clear the soil surface of litters and
vegetation
b. Using spade or shovel, dig a pit to a depth of 20-30 cm
c. From one vertical side of the pit, take a slice of soil 2-3 cm
thick with a single downward thrust of the spade. Using a
knife or a trowel, trim the slice of soil on both sides to a bar
3-4 cm width.
d. Place this bar of soil (representing one spot soil sample) in a
pail or any suitable clean container.
e. If the subsoil sample is needed, take a bar of soil from the
succeeding 20 to 30 cm soil depth. The subsoil and surface
sample should be placed in separate containers.
f. Cover the pit and move to another spot.
3. Take composite soil sample. After collecting all the spot soil samples
of a particular sampling area, pulverize as you mix them thoroughly,
remove the stones and fresh leaves. Then air dry the soil samples.
Place the composite soil sample (about ½ kg) in a clean plastic bag.
After that, the composite soil sample which represents the soil of the
sampling areas, is now ready for chemical analysis. This may also be
sent to a soil testing laboratory with pertinent label and information.

9
LET US REMEMBER

The success of vegetable production initially lies on the selected

site that meets the requirements.

HOW MUCH HAVE YOU LEARNED?

Answer the following questions. Your score determines whether or

not you can proceed to the next lesson. Write the letter of your answer in
your quiz notebook.

1. The best topography of the land for vegetable growing is------------

a. hilly land
b. level land
c. water logged
d. slightly sloping

2. The site of the vegetable area should be near the road and
transportation facilities because of the following reasons EXCEPT
one:
a. consumers can easily reach the place
b. passers can easily see or visit the place easily
c. transporting of vegetable products will be delayed
d. vegetables are perishables and need not to be stocked for
a long time

3. The area selected should also be near sources of good water

supply. Which of the following is NOT a function of water?
a. Water is not very necessary to plants.
b. Water is very important during the germination of seeds
c. Water is needed by plants to maintain their growth and
development.
d. Water dissolves organic and inorganic matters in the soil
to be transported to the different parts of the plant.

4. There are vegetable crops suited to certain climatic conditions.

Climate is governed by the following factors EXCEPT:
a. water
b. sunlight
c. temperature
d. presence of clouds

5. Sunlight is necessary to vegetable crops because of the following

reasons EXCEPT.
a. Light is necessary for photosynthesis
b. Light affects the structural development of plants.
c. Many plants are influenced by photoperiodism.
d. Sunlight dries up the plants especially during rainy
season.
10
 6. The soil is made up of different sizes of particles of sand, silt and
clay. The relative amount of each of these soil components is-------
a. soil profile
b. soil texture
c. soil formation
d. soil composition

7. The arrangement of soil from the surface to the hard parent rock
is------------.
a. soil profile
b. soil texture
c. soil formation
d. soil composition

8. Which is not a characteristic of a good soil for growing vegetables?

a. contains plenty of minerals
b. has high water holding capacity
c. contains large amount of clay making the soil compact
d. has good aeration which allows the free movement of air
for respiration and development of roots

9. Which of the following is NOT a factor in affecting climate?

a. light
b. ocean currents
c. altitude and latitude
d. mountain ranges and vegetation

10. Which of the following factors is not necessary in the analysis of

soil samples?
a. cropping history
b. nearness to water supply
c. past lime and fertilizer treatments
d. slope, degree of erosion, soil texture and color

LET US APPLY WHAT YOU HAVE LEARNED

1. Conduct an ocular inspection in your school and select a site for
vegetable production based on what you have learned in selecting
the site for producing vegetable crops. Accomplish the table which
you are going to use by putting a check mark on the space if the
factors in site selection for vegetable crops are met.

Factors to consider in site selection Excellent Good Poor None

1. Topography of the land. 5 4 2 1
2. Nearness to road and
transportation facilities.
3. Availability of water supply.
4. Climatic requirements.
5. Conditions of neighborhood.

11
 2. Perform soil sampling in the selected site for producing vegetable
crops by arranging the steps on proper soil sampling. Number
them 1 -6.
____ Using spade or shovel, dig a pit to a depth of 20-30cm
____ Cover the pit and move to another spot.
____ From one vertical side of the pit, take a slice of soil 2-3cm thick
with a single downward thrust of the spade. Using a knife or a
travel, trim the slice of soil on both sides to a bar 3-4cm width.
____ If the subsoil sample is needed, take a bar of soil from the
succeeding 20 to 30cm soil depth. The subsoil and surface sample
should be placed in separate containers.
____ Before digging the pit, clear the soil surface of litters and
vegetation.
____ Place this bar of soil (representing one spot soil sample) in a pail or
any suitable clean containers.

3. Read and understand the situation. Then answer the question

asked. Write your answer in your notebook.
Situation:
Somebody gave you a piece of land to till where you can earn
money for your family. Another offered you an office work with a high
pay or compensation. Which one would you choose and why? (10
points)

RESOURCES

site
soil testing kit
crowbar
plastic container
scythe
spade
weighing balance

REFERENCES

Asuncion, Jr. Ramon G.; Elementary Agriculture: Saint Mary’s

Publishing: 1983.
Asuncion, Jr. Ramon G.; Introduction to Tropical Crop Production: First
Edition Saint Mary’s Publishing. 1976.
Asuncion, Jr. Ramon G. and Castro, U. D.; Producing Quality Seeds the
Easy Way: Saint Mary’s Publishing: Sta Cruz, Manila. 1977.
Asuncion, Jr. Ramon. D. et.al.; Technology and Home Economics 1
Agricultural Arts: Abiva Publishing House, Inc.: Quezon City. 1991
Asuncion, Jr. Ramon D. at.al.: Technology and Home Economics 2
Agricultural Arts: Abiva Publishing House, Inc: Quezon City. 1991
Cheah Kok Kheong, et.al.; Modern Agriculture for Tropical Schools:
12
 Oxford University Press: 1979
Mendiola, N. B.; Principles of Crop Production. United Circulation, Inc.:
Malabon, Rizal. 1959
Resource Manual on Integrated Production and Pest Management (IPPM)
in Vegetables: World Education (INGO) Philippines, Inc.; Laguna,
Philippines: March 2005
Reyes, P. L.; “Lecture Notes on Field Crop Production” GAUF., Victoneta
Park, Malabon, Metro Manila.
Rivera, Aquilino R.; Home and School Vegetable Gardening: Grace
Printing, Inc.: Laoag City. 1988
Ware, George W. and J.P. McCollum; Producing Vegetables Crops:
Second Ed., Interlino Printing Co., Inc.: Quezon City 1975

13
LESSON 2

PREPARE THE LAND FOR PLANTING VEGETABLE CROPS

WHAT IS THIS LESSON ABOUT?

Lesson 2 focuses on the procedure in preparing the land for

vegetable production. It includes the use of appropriate tools for clearing
and tilling the land and the steps in preparing the land.

WHAT WILL YOU LEARN?

At the end of the lesson, you should be able to:

1. identify the farm tools, implements and equipment in preparing
the land;
2. follow the steps in preparing the land for planting vegetable
crops; and
3. develop the love of manual work through vegetable production.

LET US STUDY

Let us Define

Clearing of land – the removal of materials from the land which will
obstruct or make subsequent cultural operations difficult.
Tillage – the stirring of the soil for the purpose of facilitating the growth of
plants. It is the operation of stirring, breaking up and pulverizing
the soil by means of plows, harrows, cultivators, hoes, tractors and
other implements.

Hand tools and Farm Implements, Their Uses and Care

The kinds or types of hand tools and equipment used by the farmer
determine the success or failure of his crops. This lesson shows not only
the importance of hand tools and equipment in farm crop production but
also shows their uses, care and repair.

14
Classification of Hand tools and Equipment According to their Uses

In vegetable or field crop production whether in small or big scale,

the farmer needs to maintain a stock of hand tools and farm implements.
These tools and implements are classified according to their uses as
follows:

1. Tools for digging holes and pulverizing the soil.

a. Bolo
1. for digging small holes
for posts
2. for cutting of grasses
and weeds
3. for loosening and
pulverizing the soil
4. for breaking the topsoil
in preparing garden plots
if no other tools are
available
b. Crowbar
1. for digging big holes
2. for digging out big stones
and stumps
c. Pick-Mattock
1. for breaking hard top
soil
2. for digging canals
3. for digging up stones
and tree stumps

d. Grub-Hoe for breaking

hard top soil

e. Spade
1. for digging canals or
ditches
2. for removing trash or soil

15
f. Shovel
1. for shoveling loose
materials
2. for removing trash
3. for moving soil from one
place to another
g. Rake
1. for cleaning the ground
2. for leveling the topsoil

h. Spading Fork
1. for loosening the soil
2. for digging out rock
crops
3. for turning over the
materials in a compost
heap
4. for hauling hay/rice
straw
i. Light Hoe
1. for loosening and
leveling soil
2. for digging furrows for
planting

j. Hand Trowel
1. for loosening the soil
around the growing
plants
2. for putting small
amounts of manure in
the soil

k. Hand Cultivator
1. for cultivating the garden
plot by loosening the soil
2. for eliminating young
weeds around the plant

16
 2. Equipment for loading and transporting soil, fertilizers, and
others

a. Wheelbarrow
1. for hauling trash, manure,
b. Water pail
fertilizers for hauling water, manure and
2. for carrying other equipment fertilizers

d. Sprayer
c. Sprinkler for spraying pesticides and
for watering plants liquid fertilizer

Importance of thorough land preparation

Thorough land preparation for planting crops ensures proper growth

of crops. A good harvest will not be attained unless the soil is properly
cultivated. The benefits derived from thorough land preparation are as
follows:

 The soil moisture is conserved.

 The growth of weeds is controlled
 The soil is loosen thus allowing free circulation of air.
 The rate of decomposition of animal wastes and plant residues is
faster.

Moisture conservation in soil is important especially in places

where dry season is longer than the rainy season. To conserve moisture,
the soil should be cultivated often. Cultivation prevents rapid evaporation
17
of moisture from the soil by channeling the flow of water downward
rather than spreading it on the surface. More water could then be stored.

In many ways, weeds are enemies of plants. They use much of the
water and mineral nutrients available to the plants to support their
growth. Tall weeds shade the crops which prevent the plants from taking
in sunlight needed for the manufacturing of food. Pests and diseases also
temporarily reside among the weeds. All of these can be prevented
through proper cultivation of the soil.

Tilling is the operation involved in stirring the soil. Soil which is

properly cultivated makes possible proper utilization of nutrients by the
plants. It likewise improves aeration enabling the roots to develop and
branch out rapidly. It stimulates micro-organisms to act on the dead
leaves and animal wastes so it can be used readily by the plants.

Steps in preparing the land

Thorough land preparation is achieved by following the steps as
follows:

1. Clear the land from heavy trashes like big stones, tall grasses,
branches of trees and others. This facilitates tilling and to avoid the
destruction of farm tools/implements/equipment.
2. Plow and harrow the field 2 – 3 times. After the first plowing and
harrowing, leave the field for sometime to let weed seeds to
germinate and after they have germinated plow and harrow again
to eradicate them.
3. At the last harrowing where final pulverizing and leveling of the
land, incorporate organic matter for better growth of the vegetable
crops.
4. Make the furrows based on the recommended distance of planting
or construct the beds if it is necessary.

LET US REMEMBER

The kinds or types of hand tools, implements, and equipment used

by the farmer determine the success or failure of his crops.

Thorough land preparation is achieved when you use appropriate

tools, and when suitable weather conditions and the procedure in land
preparation are met.

Land preparation for planting crops ensures growth of crops. A

good harvest will not be attained unless the soil is properly prepared.

If you want to save time, money and effort, prepare the land
thoroughly before planting.

18
HOW MUCH HAVE YOU LEARNED?

Select the best answer by writing the letter of your answer in your
quiz notebook.

1. The practice of stirring or turning the soil under is known as-------

a. tilling
b. digging
c. cultivating
d. plowing and harrowing

2. Which one is NOT true about thorough land preparation?

a. The growth of weeds is controlled
b. The soil moisture is easily lost or not conserved
c. The soil is loosen thus allowing free movement of air in the
soil
d. The rate of decomposition of plant residues and animal
manures is faster.

3. Which of the following is the first step in preparing the land?

a. Make furrows
b. Grow seedlings
c. Eradicate obstructions or heavy trashes
d. Plow and harrow the field 2 – 3 times alternately

4. Which of the following is NOT an objective of thorough land

preparation?
a. Lessen the water holding capacity of the soil.
b. Improve aeration, enabling the roots to develop and branch
out rapidly.
c. Make possible proper utilization of nutrients by the plants.
d. Stimulate micro-organisms to act on plant residues and
animal wastes to be used by the plants.

5. The following are tools, implements and equipment used in

preparing the land. Which one is NOT?
a. plow and harrow
b. grass cutter, scythe, axe
c. pair of scissors and knives
d. garden hoe, shovel, pick mattock

LET US APPLY WHAT YOU HAVE LEARNED

19
 Prepare a 1 X 10 sq. m. garden following the steps in thorough
land preparation. Observe safety measures in the use of tools.

What can you say?

Write your remarks or comments and suggestions in two or more

sentences about the following:

1. Lesson -

2. Materials/tools -

3. Activities -

4. Teacher -

RESOURCES

Pictures showing the different topography of land

Field
Clearing and digging tools
Soil Samples

REFERENCES

Asuncion, Jr. Ramon G.; Elementary Agriculture: Saint Mary’s

Publishing: 1983.
Asuncion, Jr. Ramon G.; Introduction to Tropical Crop Production: First
Edition Saint Mary’s Publishing. 1976.
Asuncion, Jr. Ramon G. and Castro, U. D.; Producing Quality Seeds the
Easy Way: Saint Mary’s Publishing: Sta Cruz, Manila. 1977.
Asuncion, Jr. Ramon. D. et.al.; Technology and Home Economics 1
Agricultural Arts: Abiva Publishing House, Inc.: Quezon City. 1991
Asuncion, Jr. Ramon D. at.al.: Technology and Home Economics 2
Agricultural Arts: Abiva Publishing House, Inc: Quezon City. 1991
Cheah Kok Kheong, et.al.; Modern Agriculture for Tropical Schools:
Oxford University Press: 1979
Mendiola, N. B.; Principles of Crop Production. United Circulation, Inc.:
Malabon, Rizal. 1959
Resource Manual on Integrated Production and Pest Management (IPPM)
in Vegetables: World Education (INGO) Philippines, Inc.; Laguna,
Philippines: March 2005
Reyes, P. L.; “Lecture Notes on Field Crop Production” GAUF., Victoneta
20
 Park, Malabon, Metro Manila.
Rivera, Aquilino R.; Home and School Vegetable Gardening: Grace
Printing, Inc.: Laoag City. 1988
Ware, George W. and J.P. McCollum; Producing Vegetables Crops:
Second Ed., Interlino Printing Co., Inc.: Quezon City 1975

WHAT HAVE YOU LEARNED IN MODULE 2?

Read and understand the questions below. Select the best answer;
then write the letter of your answer in your quiz notebook.

Post-Test

1. What topography or terrain of the land is best suited for vegetable

production?
a. Water logged c. Slightly sloping
b. Level or plain d. Hilly/mountainous

2. The stirring of the soil for the purpose of facilitating the growth of
plants refers to-------------.
a. Tilling c. Cultivating
b. Digging d. Plowing and harrowing

3. In the following choices there are three factors governing climate.

Which one is NOT?
a. Water c. Temperature
b. Sunlight d. Presence of clouds

4. Which of the following is NOT a factor in selecting the site for

vegetable production?
a. Climatic requirements
b. Topography of the land
c. Thorough land preparation
d. Availability of water supply

5. The soil is made up of different sizes of particles of sand, silt and

clay. The relative amount of each of these soil components is-------
.
a. soil profile
b. soil texture
c. soil formation
d. soil composition

21
 6. The arrangement of soil particles from the surface soil to the hard parent
rock is called --------------
a. soil profile
b. soil texture
c. soil formation
d. soil composition

7. The best time to prepare the land is:

a. when it is too dry to avoid puddling.
b. when it is too wet so that tilling would be easy.
c. when it is NOT too wet as to cause puddling nor too dry as to make
pulverization of the soil difficult.
d. All of the above.

8. In general, a good soil for vegetable growing is one that has the following
characteristics EXCEPT one:
a. It contains plenty of minerals.
b. It has high water holding capacity.
c. It contains large amount of clay making the soil compact.
d. It has good aeration which allows the free movement of air for
respiration and development of roots.

9. Which of the following factor is NOT true about climate and its relation to
plant production?
a. Crops and crop production are affected.
b. Topography and area of the land are affected.
c. Respiration, assimilation, photosynthesis and other physiological
processes in plants are affected.
d. Variation in plant and animal life are directly and indirectly
affected.

10. Which is NOT true about soil testing?

a. It determines how fertilizers are to be applied.
b. Soil testing determines the pH level of the soil.
c. Soil testing determines the type and amount of nutrients present
in the soil.
d. Result of soil testing is the basis of making fertilizer
recommendations.

11. The following records are needed to analyze the soil samples EXCEPT:
a. Cropping history
b. Nearness to water supply
c. Past lime and fertilizer treatments
d. Slope, degree of erosion, soil texture and color

22
12. The following are characteristics of thoroughly prepared land EXCEPT:
a. The land has big clods.
b. The land is free from stubbles.
c. The land is free from growing weeds.
d. The land is thoroughly pulverized and leveled.

13. Which of the following is NOT an objective of thorough land preparation?

a. Thorough land preparation makes possible proper utilization of
nutrients by the plants.
b. It improves aeration enabling the roots to develop and branch out
rapidly.
c. It stimulates micro-organisms to act on plant residues and animal
wastes to be used by the plants.
d. Water holding capacity of the soil is lessened.

14. Which of the following tools and implements are NOT used in preparing
the land?
a. plow and harrow
b. grass cutter, scythe, axe
c. pair of scissors and knives
d. garden hoe, shovel, pick mattock

15. Of the following, which one is not a good reason for using appropriate
tools in farming?
a. To accomplish the task well
b. To avoid the destruction of tools
c. To make the work easier and faster
d. None of the above

23
MODULE 2 ANSWER KEY

PRE-TEST LESSON 1 LESSON 2

1. C 11. A 1. D 1. A
2. C 12. D 2. C 2. B
3. D 13. C 3. A 3. C
4. B 14. C 4. D 4. A
5. D 15. D 5. D 5. C
6. A 6. B
7. C 7. A
8. A 8. C
9. B 9. A
10. A 10. B

24
 TABLE OF CONTENTS

CONTENTS PAGE
MODULE 2. Preparing the land for vegetable crops....... 1

What is this module about?.................................. 1

What will you learn?............................................. 1
What do you already know?.................................. 1

LESSON 1. Select site for planting vegetable crops....... 4

What is this lesson about?................................... 4

What will you learn?............................................ 4
Let us study......................................................... 4
Let us remember.................................................. 10
How much have you learned................................ 10
Let us apply what you have learned..................... 11
Resources............................................................ 12
References........................................................... 12

LESSON 2. Prepare the land for planting vegetable

crops........................................................ 14

What is this lesson about?.................................... 14

What will you learn?............................................. 14
Let us study.......................................................... 14
Let us remember................................................... 18
How much have you learned................................. 19
Let us apply what you have learned...................... 20
Resources............................................................. 20
References............................................................ 20
How much have you learned in module 2.............. 21

25
26
 REPUBLIC OF THE PHILIPPINES
Department of Education
PUBLIC TECHNICAL-VOCATIONAL
HIGH SCHOOLS

COMPETENCY-BASED
LEARNING MATERIAL
THIRD YEAR

HORTICULTURE NC II
Unit of Competency: PRODUCE VEGETABLE CROPS
Module No. 3 Module Title: GROWING OF SEEDLINGS

0
 MODULE III

QUALIFICATION TITLE : HORTICULTURE NCII

UNIT OF COMPETENCY : PRODUCE VEGETABLE
CROPS
MODULE TITLE : GROWING OF SEEDLNGS
NOMINAL DURATION : 60 HOURS

WHAT IS THIS MODULE ABOUT?

This module covers the knowledge, skills and attitudes in selecting

good quality seeds, seed testing, soil components, soil sterilization,
sowing of seeds and proper management of seedlings.

WHAT WILL YOU LEARN?

After completing this module, you should be able to:

1. select quality seeds;
2. prepare growing media and sow seeds;
3. demonstrate care and management of seedlings; and
4. appreciate the art of growing seedlings.

WHAT DO YOU ALREADY KNOW?

Let’s find out how much you already know about growing of
vegetable seeds and seedlings. Select the best answer by writing the
letter only in your test notebook.

1. The fertilized and ripened ovule refers to-----------------.

a. flower
b. fruit
c. plant
d. seed

2. The primary function of a seed is-----------------.

a. for food
b. for commercial purposes
c. for reproduction
d. all of the above

3. What is the % germination of the 100 sees tested if there are 91

seeds germinated?
a. 85%
b. 88%
c. 91%
d. 100%

1
4. If you secure seeds to plant, see to it that-------------.
a. the seeds are attractive
b. the variety is adapted to the locality
c. the quality of the product is given consideration
d. b and c

5. Which of the following is NOT a characteristic of a good seed?

a. clean, free from mixtures and damage
b. free from seed borne diseases and insects
c. immature seeds
d. true-to-type and viable

6. The operation involved in determining whether or not seeds are

viable, free from diseases and injuries or their combination refers
to------------------.
a. seed germination
b. seed testing
c. seed treatment
d. seed selection

7. Which of the following components of the growing media is best

suited for vegetable production?
a. equal parts of garden soil, sieved sand, compost and sawdust
or rice hull
b. equal parts of coco coir, garden soil, rice hull and animal
manure
c. equal parts of animal manure, compost, sieved sand and
coco coir
d. all of the above

8. A method of soil sterilization which is NOT environmentally friendly

is-----------------.
a. biofumigation
b. chemical treatment
c. heat treatment
d. solarization

9. Which one is NOT true about pricking?

a. Pricking is the transfer of young seedlings to another seed
box, seed bed or individual plastic bags.
b. Seedlings to be pricked are taken from thinly populated seed
box or seed bed.
c. A dibble is used to separate and ease out the seedlings in
order not to damage delicate roots.
d. Pricking is practiced when the two true leaves have already
developed.

2
10. The practice of exposing gradually the seedlings to sunlight to
acclimatize them refers to---------------------.
a. hardening off
b. pricking out
c. roguing
d. thinning

11. The process of pulling out disease infected or damaged seedlings

is----------------.
a. hardening off
b. pricking out
c. roguing
d. thinning

12. The following are methods of seed testing EXCEPT:

a. actually germinating the seeds
b. breaking the seed coat
c. using better storage facilities
d. floating in water

13. Why do some seeds fail to germinate?

a. The seeds are in their dormant stage.
b. The seed coat is thick and hard.
c. The seeds are immature and have dead embryo.
d. All of the above.

14. Which of the following is NOT a special treatment for some

seeds in order to germinate?
a. heating
b. winnowing
c. cracking the seed coat
d. using better storage facilities

15. It refers to an essential establishment of a garden where plants

are propagated and nursed preparatory to planting.
a. garden shed
b. nursery
c. orchard
d. seed bed

3
LESSON 1

SELECT QUALITY SEEDS

WHAT IS THIS LESSON ABOUT?

This lesson deals with the selection of quality seeds, ways to secure
quality seeds for planting, purposes and methods of seed testing, reasons
why some seeds fail to germinate, seed treatment and determining the
percentage germination of the seeds.

WHAT WILL YOU LEARN?

At the end of the lesson, you should be able to:

1. secure and select quality seeds ;
2. perform seed testing and seed treatment;
3. determine the percentage of germination of seeds; and
4. recognize the value of seed selection, seed testing and seed
treatment.

LET US STUDY

Let us Define

Seed - a fertilized and ripened ovule which may develop into a plant by
germination.
Seed testing - the operation involved in determining whether or not
seeds are viable, free from diseases, injuries and foreign
matters or their combination.
Germination - the development of the seed into a young plant.
Dormancy - a period in which a plant has no active growth in response
to harsh environmental conditions. It also refers to the rest
period of seeds.

Securing Seeds

There are two ways of securing the seeds to be planted:

1. You can buy seeds from seed stores in your town or order from
reliable seed producers in the city.

2. You can also produce your seeds to plant.

4
Factors to Consider in Securing your Seeds to Plant.

 Quality of the product

 Adaptation of seeds to ones locality.

Advantages of Producing your own Seeds

 Supply of seeds for your farm is always made available.

 Higher percentage of germination is assured.
 Improvement of quality and quantity of the produce is possible.

Disadvantages of Producing your Seeds

 Seed growing is an exacting work.

 It competes with the normal work in the nursery.
 It calls for knowledge of the principles of plant breeding.
 It calls for keen observation.
 It requires close application of details.

Farmers are very much aware that the quality of seeds affects the
yield of crops but still many are using low quality seeds. This is because
of the inability of some farmers to secure good quality seeds. Good
quality seeds should possess the following characteristics:

 Damage free –seeds that do not possess cracks, holes and are not
broken
 True- to-type - seeds that carry the desirable characteristics of the
parents
 Viable – seeds that germinate and able to survive until the stored
food in the cotyledon is consumed up to the time it can support
itself by absorbing plant food nutrients from the soil through their
root system
 Free from mixtures – seeds that are free from weed seeds and other
foreign matters.
 Free from seed borne diseases
 Properly developed – The size of seeds depends upon the amount of
food stored in it. It is important that the seeds are large, plump
and well developed. If the seeds are small and wrinkled, they may
not contain enough stored food for their initial growth that is why
crops that grow from poorly developed seeds are stunted during the
early stages of growth and never recover sufficiently to produce
normal plants.

After selecting your seeds, you must also test the viability of your
seeds.
5
 Nearly 50% of the local farmers who engage in small-scale
vegetable growing save their own seeds for next planting season. This can
be done provided that the seeds are still viable during the planting
season. To be sure that the seeds are viable, you have to conduct seed
testing and compute for the % germination.

Seed Testing

Purposes of Seed Testing

 Discover whether or not the seed is true to its name, except as to

variety.
 Ascertain whether or not it has been intentionally adulterated.
 Remove the relative proportions of inert material and of foreign
seed.
 Disclose the presence of noxious or other weed seeds.
 Find out the percentage of seed germination
 Find out the amount of seeds needed to plant in a given area.
 Economize labor and expenses in re-planting.
 Obtain a uniform stand of crops.

Methods of Seed Testing

 Floating in water. For example in rice, before the rice grains are
sown in the field, farmers usually submerge the seeds in a
container of water to test the seeds. All floating seeds are thrown
away for they are empty and are not going to germinate. This
method is also true to vegetable seeds.

 Breaking the seed coat. This method is practiced to seeds that

have hard seed coat.

 Winnowing. If you winnow, all the seeds that are blown away or
carried away by the wind are empty.

 Germinating the seeds using the following methods:

a. rag doll
b. seed box
c. petri dish/plate

Seed Germination

External conditions required in the germination of seeds

 Viability or vitality. The seed must be viable with a good alive

embryo. Immature and unhealthy seeds produce weak and
unhealthy plants.

6
  Proper amount of moisture. The soil must be moist. Soil must
contain sufficient quantity of moisture necessary for germination.
The seed absorbs moisture which cause, all the parts to soften and
swell to burst its covering and allow the embryo to come out. If the
soil is too dry the seed could hardly absorb water to hasten its
germination.

 Proper degree of temperature and amount of light.

 Suitability of the soil.

Why do some seeds fail to germinate?

 The seeds are in their dormant stage.

 The seed coat is thick and hard.
 The seeds are immature.
 The seeds have dead embryo.
 The ground is too dry
 The weather is too cold

Special treatment for some seeds in order to germinate

 By cracking the seed coat. If the seed has thick and hard seed coat,
crack or file it to allow water and oxygen to get inside the seed. In
cracking the seed, care should be observed so as not to injure the
flesh of the seed which will be the source of infection and rotting
that will cause the seed to decay.

 By heating. If the seed is in a dormant stage, heat it a little. By

heating it up, the embryo becomes active as it starts to grow. Over
heating is also dangerous as it will kill the embryo.

 By better storage facilities. The death of the seed embryo due to

faulty storage facilities may be prevented by the use of better one
where seeds are kept up until planting time.

When a seed begins to germinate, the root is the first part to grow.
It becomes well established before the other parts of the embryo
emerge above the surface of the soil so that the seedlings may not be
easily dislodged from its position and the parts which are soon to be
exposed to the drying influence of the sun and wind and may
continually be supplied with water from the soil. The seed must be
covered with fine soil more or less as thick as the seed itself.

7
Determining the Percentage of Germination of Seeds

Below are the rules in computing the % of germination of seeds

Rule 1: If you test 100 seeds, the number of seeds germinated equals
the percentage germination of the seeds.

Example: You tested 100 seeds of eggplant using the rag doll method, 85
seeds germinated. The % of germination of the seeds then is 85%.

Rule 2. If you test less than or more than 100 seeds use the formula
below in computing the % of germination of the seeds.

Example: Mr. X tested 125 seeds of hybrid tomato and 105 germinated.
What is the % of germination of the tomato seeds?

No. of seeds germinated

%germination = _________________________ x 100

No. of seeds tested

105
= x 100
125

10500
= 125

% Germination = 84 %

Rule 3. If you found out that the % of germination of your seeds is below
80, you need to adjust your seed bulk. Use the formula below in
adjusting the seed bulk.

Amount of seeds needed

Adjusted amount of seed = _________________________ x 100

% germination
Example:

You needed 200 seedlings to plant your garden. You found out that
your seeds have only 75 % germination. How many seeds will you sow?

Let: X = the number of seeds to sow or your adjusted seeds

200
X = ___________ X 100
75
8
 111
= __________ X 100
75

= 266.6 or 267 seeds

LET US REMEMBER

It is important to select good quality seeds to attain quantity and

quality harvest. Likewise, it is also necessary to test your seeds before
planting them to economize time, labor and expenses.

When seeds fail to germinate, treat them to break their dormancy

period and to hasten seed germination.

HOW MUCH HAVE YOU LEARNED?

A. Filling the blanks. Fill in the blanks by writing a word or group

of words to complete the sentence. Write your answers in your quiz
notebook.

1. The fertilized and ripened ovule which may develop into a young
plant is _____________________.

2. ____________refers to the rest period of seeds.

3. The operation involved whether or not the seeds are viable, clean,
free from diseases and mixture refers to ___________________.

4. An immature plant inside the seed which consists of the radicle

and the plumule is ________________.

5. In germination, the ________________ is the first one to come out in

the seed when planted in the soil.

B. Modified true or false. Write true if the statement is correct and

if it is wrong, change the underlined word or group of words to make
the statement correct.

1. Farmers can plant only seeds purchased from reliable seed stores.

2. Good quality seeds are those that are not viable, clean, true-to-type
and free from seed borne diseases.

9
 3. Seed treatment is performed to determine the viability, cleanliness
and the percentage of germination of the seeds.

4. Seeds fail to germinate if these are immature.

5. To hasten the germination of seeds with thick and hard seed coats,
we can perform special seed treatment like cracking the seed coat.

LET US APPLY WHAT YOU HAVE LEARNED

1. Let us test your mathematical ability. Compute for the germination

percentage of the following.

Mr. Juan Dela Cruz tested 150 seeds of his long purple eggplant
and there are 110 seeds which germinated. What is the % germination of
his eggplant seeds? Is there a need for Mr. Dela Cruz to adjust his
seeds to sow? If yes, then compute for the amount of seeds he will sow to
meet the 150 seedlings that he needs in his garden.

2. Get a bulk of seeds from your teacher for you to perform seed
selection.

Perform the following:

a. Separate the seeds having the following characteristics:
 Seeds which are plump and mature
 Seeds with holes
 Seeds with cracks
 Insect infested seeds
 Disease infected seeds
 Seeds which are wrinkled and immature

b. Remove foreign materials or matters such as weed seeds,

crushed leaves and stems, small stones, etc. Present your work
to your teacher for evaluation.

2. Read and analyze the situation. Then answer the question briefly.
Situation:
You have money to buy certified seeds to plant in your field but
here comes a friend producing seeds willing to give you free seeds
enough to plant your field. The seed bulk he is giving you free is not
yet certified. Weed seeds, crushed leaves and stems are still present
there. Which do you prefer and why?

The knowledge you gained from the lesson will lead you to a more
challenging task in the next topic.

10
Have you ever tried preparing your growing media and sow your seeds
here? If not yet, it is high time for you to know and to do.

RESOURCES

vegetable seeds
seed bed
seed box
polyethylene plastic bags
germinating tray
rag
Petri dish
pail
water

REFERENCES

Asuncion, Jr. Ramon G.; Elementary Agriculture: Saint

Mary’s Publishing: 1983.
Asuncion, Jr. Ramon G.; Introduction to Tropical Crop
Production: First Edition Saint Mary’s Publishing.
1976.
Asuncion, Jr. Ramon G. and Castro, U. D.; Producing
Quality Seeds the Easy Way: Saint Mary’s Publishing:
Sta Cruz, Manila. 1977.
Asuncion, Jr. Ramon. D. et.al.; Technology and Home
Economics 1 Agricultural Arts: Abiva Publishing
House, Inc.: Quezon City. 1991
Asuncion, Jr. Ramon D. at.al.: Technology and Home
Economics 2 Agricultural Arts: Abiva Publishing
House, Inc: Quezon City. 1991
Cheah Kok Kheong, et.al.; Modern Agriculture for Tropical
Schools: Oxford University Press: 1979
Mendiola, N. B.; Principles of Crop Production. United
Circulation, Inc.: Malabon, Rizal. 1959
Resource Manual on Integrated Production and Pest
Management (IPPM) in Vegetables: World Education
(INGO) Philippines, Inc.; Laguna, Philippines: March
2005
Reyes, P. L.; “Lecture Notes on Field Crop Production”
GAUF., Victoneta Park, Malabon, Metro Manila.
Rivera, Aquilino R.; Home and School Vegetable Gardening:
Grace Printing, Inc.: Laoag City. 1988
Ware, George W. and J.P. McCollum; Producing Vegetables
Crops: Second Ed., Interlino Printing Co., Inc.:
Quezon City 1975

11
LESSON 2

PREPARE THE GROWING MEDIA AND SOW SEEDS

WHAT IS THIS LESSON ABOUT?

This lesson covers the components of the growing media for vegetable
crops, sow seeds and soil sterilization.

WHAT WILL YOU LEARN?

At the end of the lesson, you should be able to:

1. gather and mix thoroughly the components of the growing media;
2. give the importance of soil sterilization;
3. sow seeds; and
4. appreciate the value of prevention through cleanliness and sanitation.

LET US STUDY

Let us Define

Soil sterilization - the process of subjecting the soil to heat or chemicals

to kill micro organisms and other bacteria.
Sanitation - an activity that reduces the spread of pathogen inoculums,
such as removal and destruction of infected plant parts,
cleaning of tools and field equipment.
Shed - a roof used to protect seedlings and other plants.
Seed beds - especially prepared plots where seeds are germinated.
Seed box - a box filled with soil or growing media where the seeds are
germinated.

The best soil for general nursery purposes is a friable loam, rich in
humus with a proper percentage of clay. In cases that these are not available,
the growing media can be prepared by thoroughly mixing the following
components:

12
  1 part garden soil
 1 part sieved sand
 1 part compost
 1 part sawdust or rice hull

These soil components are thoroughly mixed together and will be placed
in seed boxes, plastic bags, seed trays or germinating trays or to the seed beds.

To ensure the safety of seedlings from soil borne diseases, sterilize the
growing media. Sterilized soil safeguards the seedlings from the attack of
damping-off which commonly destroy young seedlings in seed boxes or seed
beds.

Methods of Soil Sterilization

1. Burning organic materials on the soil

A common method of soil sterilization is heating up the soil. The high

temperature will cause the death of many micro-organisms, including
pathogens on the top of the soil and insect pests with soil-dwelling stages such
as cut worms.

2. Pouring boiling water to the soil

3. Solarization

Solarization as a method of soil sterilization uses the sun to heat the

soil. Solarization can control soil borne diseases, weed seeds and some
nematodes including root knot nematodes.

To solarize soil, the soil is covered with clear polyethylene or plastic

sheets. The best time is during the hot season, where there is plenty of sun.
The sun heats up the soil through the plastic and the plastic sheet keeps the
heat inside the soil. The sheets should be left in the field for 4 weeks.

4. Biofumigation

Soil borne pests and pathogens can be suppressed by chemical

compounds that are released during decomposition of certain crops. This is
called biofumigation. The chemical compounds that kill or suppress pathogens
are principally isothiocyanates. Those crops with biofumigation potentials are
used as rotation crop, a companion or a green manure crop.

13
5. Chemical treatment

Treat the soil with chemicals like Formaldehyde, 1 tablespoon per 1

gallon of water. However, the use of chemicals is not environmentally friendly
because chemicals may kill not only destructive micro-organisms but also the
beneficial ones.

Preparing the Seed Beds/Seed Boxes

In large scale planting, the vegetable seedlings are raised in outdoor seed
beds instead of seed boxes. In this system, the seedlings maybe raised
economically. The seed bed should be carefully prepared by spading and raking
to pulverize the soil. Improvement may be made by adding the prepared
growing media.

A 1 X 10 square meter seed bed is good enough. It is 5 to 10 cm above

the level of the ground

You are through preparing your growing media. The next activity you
will do is to propagate your plants.

Sowing Seeds

Sowing is the most important operation in crop production. The seed

must be placed at a required depth in a moist soil so as to get optimum
condition for its germination.

Too shallow sowing results in thin germination due to inadequate soil

moisture at topsoil layer. Similarly, if the seeds are sown very deep in the soil,
the young seedlings may not be able to push their shoots above through thick
soil layer. Seed must be sown at proper depth and should be properly covered
with soil so as to get adequate moisture for its germination.

If you are planning to produce seedlings for backyard garden, it is

convenient to sow the seeds in seed boxes, plastic cups, fruit juice containers,
small polyethylene bags or germinating trays.

However, if you intend to plant in commercial scale, it is logical to sow

the seeds in seed beds because one hectare of solanaceous crops requires
52,000 to 68,000 seedlings which need 10 plots measuring 1 X 10 square
meters.

14
Steps in Sowing Seeds in Seed Boxes and Seed Beds

1. Moisten the soil media.

2. Sow the seeds in rows or broadcast evenly and thinly. Broadcasting is

less satisfactory than sowing the seeds in rows a few centimeters apart
unless pricking is to be done. Broadcasting of seeds, however, is not
advisable because of the following reasons:

 The air circulation between the plants is not sufficient.

 Seedlings dry less quickly, and such a condition is favorable for the
growth of fungi.
 Weeds are harder to control.
 It is hard to produce stocky seedlings because the seeds are not
properly covered with soil.

3. Cover the seeds with thin layer of fine soil sufficient enough to cover the
fine seeds.

4. Press down firmly the whole surface of the seed box or seed bed with a
flat board to ensure compact surface.

5. Water the seed beds/seed boxes using a sprinkler with fine holes or
water hose with fine spray.

LET US REMEMBER

Seed bed preparation and management are the most important factors
in the success of any vegetable planting. The seed bed must be smooth and
weed free because weeds will compete with seedlings for nutrients, water and
sunlight. A smooth clump-free seed bed will guarantee firm contact between
the soil and seed, thus enhancing seed germination.

To prevent soil borne diseases, the soil must be sterilized.

15
HOW MUCH HAVE YOU LEARNED

Matching type: Match Column A to Column B. Write only the LETTER of your
answer in your test notebook.

COLUMN A COLUMN B
1. seed beds a. any activity that reduces the spread of
pathogen inoculums, such as removal and
destruction of infected plant parts, cleaning
of tools and equipment.
2. growing media b. the process of subjecting the soil to heat and
chemicals to kill micro organisms and other
bacteria.
3. soil sterilization c. prepared garden plots primarily for
production of seedlings.
4. sowing seeds d. compose of equal parts of garden sieved
sand, compost and saw dust or rice hull.
5. sanitation e. the placing and depositing of seeds in a moist
soil for good seed germination.
f. a box filled with soil or growing media where
seeds are germinated.

LET US APPLY WHAT YOU HAVE LEARNED

Prepare your seed box measuring 1 X1 square meter and 6 inches deep.
Use any material available. Recycle if it is needed. Place the thoroughly mixed
growing media inside your seed box. After which, sterilize your growing media
by pouring boiling water into it.

If your teacher is around, she/he will observe you perform the activity
and may ask you some questions. If the teacher is out, she/he will ask you
questions later on how you did the activity.
Always remember that the success of growing seedlings depends upon
the growing media. Prepare your growing media by following the proper way
and correct proportions.

RESOURCES
saw dust
rice hull
garden soil
sieved sand
shovel
wheelbarrow
seed box
polyethylene plastic bags
seed bed

16
REFERENCES

Asuncion, Jr. Ramon G.; Elementary Agriculture: Saint Mary’s Publishing:

1983.
Asuncion, Jr. Ramon G.; Introduction to Tropical Crop Production: First
Edition Saint Mary’s Publishing. 1976.
Asuncion, Jr. Ramon G. and Castro, U. D.; Producing Quality Seeds the Easy
Way: Saint Mary’s Publishing: Sta Cruz, Manila. 1977.
Asuncion, Jr. Ramon. D. et.al.; Technology and Home Economics 1
Agricultural Arts: Abiva Publishing House, Inc.: Quezon City. 1991
Asuncion, Jr. Ramon D. at.al.: Technology and Home Economics 2 Agricultural
Arts: Abiva Publishing House, Inc: Quezon City. 1991
Cheah Kok Kheong, et.al.; Modern Agriculture for Tropical Schools: Oxford
University Press: 1979
Mendiola, N. B.; Principles of Crop Production. United Circulation, Inc.:
Malabon, Rizal. 1959
Resource Manual on Integrated Production and Pest Management (IPPM) in
Vegetables: World Education (INGO) Philippines, Inc.; Laguna,
Philippines: March 2005
Reyes, P. L.; “Lecture Notes on Field Crop Production” GAUF., Victoneta Park,
Malabon, Metro Manila.
Rivera, Aquilino R.; Home and School Vegetable Gardening: Grace Printing,
Inc.: Laoag City. 1988
Ware, George W. and J.P. McCollum; Producing Vegetables Crops: Second Ed.,
Interlino Printing Co., Inc.: Quezon City 1975

17
LESSON 3

DEMONSTRATE CARE AND MANAGEMENT OF SEEDLINGS

WHAT IS THE LESSON ABOUT?

This lesson focuses on the care and management of seedlings. It

specifically deals on care of germinating seeds, pricking, hardening off,
thinning and roguing.

WHAT WILL YOU LEARN?

At the end of the lesson, you should be able to:

1. identify what care and management you can give to the germinating
seeds and growing seedlings;
2. perform pricking, hardening, thinning and rouging; and
3. develop diligence, patience and industry.

LET US STUDY

Let us Define

Hardening - the practice of gradually exposing the seedlings to full

sunlight at least a week before transplanting.
Pricking - the transferring of young seedlings when the seedlings have
already developed the first two true leaves from thickly populated
seed bed or seed box.
Thinning - the process of reducing the number of seedlings in the seed
box or seed bed that are thickly populated.
Roguing - the removal of diseased or heavily damaged seedlings.

Seeds even have their own food supply to start them off at least until
they can extend roots and draw food and water from the soil.

Before sowing water the seed beds, seed boxes, and trays to give the
seeds a good start. There after, these should be watered at least once a day.
The seedlings should also be fertilized as the case maybe, sprayed to control
insect pests and diseases and remove weeds whenever necessary.

18
Care of Germinating Seedlings

 Protect the seeds sown in seed beds from ants by spraying insecticides
which drive away ants. In the case of seed boxes, let the legs of the seed
boxes stand in cans filled with water and little petroleum to prevent the
ants from reaching the seed boxes.
 Seed boxes should be placed under the shade and should be provided
will temporary shelter.
 Regulate watering. Too much or too little of it may prevent germination.

Care of Seedlings

 When seedlings are already growing, water them once with 3-4
tablespoons of ammonium sulfate dissolved in sprinkler of water.
 Expose the seedlings to the morning sun not later than eight o’clock
everyday. The length of exposure depends upon the resistance of the
seedlings to heat.
 Protect the seedlings from excessive heat or strong rain.
 If dumping-off develops, remove immediately the infected seedlings with
the soil surrounding them. Burn the disease infected seedlings and soil
to avoid further spread of the disease.

Pricking

In cases where seedling in seed boxes or seed beds is thickly populated,

practice pricking out. This is done by transferring young seedlings (when the
firsts two true leaves have already developed) to another seed box or seed bed
on individual plastic bags.

The rule in pricking is never handle the plants by their stems which
bruise easily, but always by their seed leaves. Others use a sharpened wood or
a metal device called dibble to separate and ease out the seedlings, taking care
not to damage the delicate roots.

Hardening Off

It will be necessary to harden off your seedlings before transplanting

them into the garden beds. This is accomplished by placing the seedlings
outside in a sheltered location. At this point the seedlings are very tender and
could easily be broken by wind and rain. Start out by placing the seedlings in

19
full morning sunlight for one hour. Increase the time in full sunlight gradually
adding time each day. Protect your seedlings from wind and animals to prevent
breakage of the tender vegetation. Within a week your seedlings should be able
to withstand full sunlight the whole day without wilting or burning the tender
leaves.

Thinning and Roguing

Some plants with tiny seeds are delicate. They can be sown along a
shallow drill and later some seedlings can be pulled out leaving the healthy
seedlings about 5 cm apart. This is called thinning. Meanwhile, the process of
pulling out disease infected or damaged seedlings is roguing

Thinning is the process of reducing the number of seedlings in the seed

bed or seed box. This should be done as follows:

 Moisten the seed box or seed bed a few hours before thinning.
 Remove the weak, unhealthy and poor-looking seedlings. Press
back firmly the disturbed soil with hands immediately.
 Throw the seedlings being pulled out or burry them into the soil.

Value of Thinning

Thinning accelerates the free circulation of air which makes the seedlings
sturdier and healthier.

If the right amount or quality of seeds is sown evenly, there is no need for
thinning.

LET US REMEMBER

The success of producing good quality seedlings depends on how you

managed your nursery work specifically on how you prepared your growing
media, how you sowed your seeds and how you took good care and managed
the seedlings.

HOW MUCH HAVE YOU LEARNED?

A. True or False. Write TRUE if the statement is correct and FALSE if it is

wrong. Write your answer in your quiz notebook.

1. An establishment where seedlings are propagated and nursed prior to

20
 planting them in the field is the nursery.

2. The nursery should be totally shaded to protect the seedlings from heat of
the sun and beat of the rain.

3. A good nursery must also have a room for the tools/farm implements and
equipment to be kept or stored when they are not in use.

4. It is important to sterilize the growing media to ensure the seedlings from

soil borne diseases.

5. The nursery should be arranged properly so as to have aesthetic beauty and

ease of work.

B. Filling the blanks. Fill in the blanks with a word or group of words to
complete the sentence.
1. The development of a seed into a young plant is _______________.
2. Exposing the seedlings gradually to sunlight a week before transplanting
is called_________________________.
3. When seedlings have developed the first two true leaves in a thickly
populated seed bed or seed box, they could be _____________________ to
another seed bed or seed box.
4. The removal of disease infected and heavily damaged seedlings is
called________.
5. If a farmer raises seedlings to plant a hectare of land, it is advisable to
sow the seeds in the _________________.

LET US APPLY WHAT YOU HAVE LEARNED

1. Go to the municipal nursery and ask permission from the nursery man to let
you observe their nursery work especially the care of seedlings. Interview the
nursery man if he practiced the different care and management of seedlings
listed in the table below. Rate them according to what you have learned by
putting a check mark in the spaces provided for.
Practices in the care and Poor Fair Good Excellent
management of seedlings (5) (4) (2) (1)
1. Watering at least once a
day
2. Pricking
3. Thinning
4. Roguing
5. Hardening off

21
2. Perform the practices listed in the above table in your own seed box. Your
teacher will evaluate your work upon accomplishing it. The teacher will use the
same table in rating your work.

RESOURCES

seed beds with seedlings

seed boxes with seedlings
seed beds
seed boxes
polyethylene plastic bags

REFERENCES

Asuncion, Jr. Ramon G.; Elementary Agriculture: Saint Mary’s Publishing:

1983.
Asuncion, Jr. Ramon G.; Introduction to Tropical Crop Production: First
Edition Saint Mary’s Publishing. 1976.
Asuncion, Jr. Ramon G. and Castro, U. D.; Producing Quality Seeds the Easy
Way: Saint Mary’s Publishing: Sta Cruz, Manila. 1977.
Asuncion, Jr. Ramon. D. et.al.; Technology and Home Economics 1
Agricultural Arts: Abiva Publishing House, Inc.: Quezon City. 1991
Asuncion, Jr. Ramon D. at.al.: Technology and Home Economics 2 Agricultural
Arts: Abiva Publishing House, Inc: Quezon City. 1991
Cheah Kok Kheong, at.al.; Modern Agriculture for Tropical Schools: Oxford
University Press: 1979
Mendiola, N. B.; Principles of Crop Production. United Circulation, Inc.:
Malabon, Rizal. 1959
Resource Manual on Integrated Production and Pest Management (IPPM) in
Vegetables: World Education (INGO) Philippines, Inc.; Laguna,
Philippines: March 2005
Reyes, P. L.; “Lecture Notes on Field Crop Production” GAUF., Victoneta Park,
Malabon, Metro Manila.
Rivera, Aquilino R.; Home and School Vegetable Gardening: Grace Printing,
Inc.: Laoag City. 1988
Ware, George W. and J.P. McCollum; Producing Vegetables Crops: Second Ed.,
Interlino Printing Co., Inc.: Quezon City 1977

22
Y3 MODULE 3 ANSWER KEY

PRE-TEST LESSON 1 LESSON 2

1. D 11. C A. 1. C
2. C 12. C 1. SEED 2. D
3. C 13. D 2. DORMAN SEED 3. B
4. A 14. D 3. SEED TESTING 4. E
5. C 15. B 4. EMBRIO 5. A
6. B 5. ROOT OR RADICAL
7. A B. LESSON 3
8. B 1. NOT ONLY A. 1. TRUE
9. B 2. ARE 2. TRUE
10. A 3. SEED TESTING 3. TRUE
4. TRUE 4. TRUE
5. TRUE 5. TRUE
B. 1. GERMINATION
2. HARVENING
3. PRICKED
4. ROGUING
5. SEEDBEDS

23
 TABLE OF CONTENTS

CONTENTS PAGE
MODULE 3. Growing of seedlings……………………....... 1

What is this module about?.................................. 1

What will you learn?............................................. 1
What do you already know?.................................. 1

LESSON 1. Select quality seeds………………………....... 4

What is this lesson about?................................... 4

What will you learn?............................................ 4
Let us study......................................................... 4
Let us remember.................................................. 9
How much have you learned................................ 9
Let us apply what you have learned..................... 10
Resources............................................................ 11
References........................................................... 11

LESSON 2. Prepare the growing media of sow seeds.... 12

What is this lesson about?.................................... 12

What will you learn?............................................. 12
Let us study.......................................................... 12
Let us remember................................................... 15
How much have you learned................................. 16
Let us apply what you have learned...................... 16
Resources............................................................. 16
References............................................................ 17

LESSON 3. Demonstrate care and management

of seedlings……………………….................... 18

What is this lesson about?..................................... 18

What will you learn?.............................................. 18
Let us study........................................................... 18
Let us remember................................................... 20
How much have you learned.................................. 20

24
Let us apply what you have learned....................... 21
Resources.............................................................. 22
References............................................................. 22
How much have you learned from the module…….. 23

25
 REPUBLIC OF THE PHILIPPINES
Department of Education
PUBLIC TECHNICAL-VOCATIONAL
HIGH SCHOOLS

COMPETENCY-BASED
LEARNING MATERIAL
THIRD YEAR

HORTICULTURE NC II
Unit of Competency: PRODUCE VEGETABLE CROPS
Module No. 4 Module Title: DIRECT PLANTING AND TRANSPLANTING
OF SEEDLINGS

0
 MODULE IV

QUALIFICATION TITLE : HORTICULTURE NC II

UNIT OF COMPETENCY : PRODUCE VEGETABLE
CROPS
MODULE TITLE : DIRECT PLANTING AND
TRANSPLANTING OF
SEEDLINGS
NOMINAL DURATION : 24 HOURS

WHAT IS THIS MODULE ABOUT?

This module covers the knowledge, skills and attitudes required in direct
planting and transplanting of seedlings of vegetable crops.

WHAT WILL YOU LEARN?

After completing this module, you should be able to:

1. perform direct planting vegetable crops; and
2. practice transplanting vegetable seedlings.

WHAT DO YOU ALREADY KNOW?

Let’s find out what you already know about direct planting and
transplanting.

Direction: Choose the best answer by writing the LETTER only in your test
notebook.

1. The placing of propagating materials either seeds or vegetative parts of a

plant in the soil and covering them with subsequent amount of soil refers
to
a. laying out
b. planting
c. pricking
d. transplanting

2. Which of the following are NOT directly planted?

a. cabbage seeds
b, bean seeds
c. mongo seeds
d. squash seeds

1
3. What part of the plant is NOT directly planted?
a. bulbs and seeds
b. cuttings
c. roots and tubers
d. none of these

4. Which of the following is NOT a consideration in selecting cuttings?

a. cuttings should come from sturdy plants
b. cuttings should be uniform in size and weak.
c. cuttings should be free from diseases and insect pests
d. cuttings should come from productive plants planted in
productive soil

5. Time of planting depends on the following factors EXCEPT:

a. soil and weather conditions
b. the time the produce is desired.
c. the kind of crop to be planted.
d. size of seeds and other propagating materials

6. Which of the following is NOT considered in determining the depth of

planting?
a. the shape of the seeds
b. the kind of soil
c. the size of the seeds
d. the amount of moisture in the soil

7. If the farmer uses an equipment like driller to plant his field, the method
of planting he used is---------------.
a. by machine
b. drill method
c. sowing seeds by hand
d. broadcasting method

8. A vegetable grower has to consider the following factors in order to

determine the rate of planting. Which one is NOT?
a. condition of the soil
b. method of planting
c. viability of the seeds.
d. possible ravages of insects

2
9. Which of the following is NOT true about the rate of planting?
a. More seeds are planted when seeds have low viability.
b. More seeds are planted when the soil and weather conditions are
not favorable.
c. More seeds should be planted when seeds produce delicate and
weak seedlings
d. Less seeds should be planted when there are possible ravages of
insects in the area

10. Which of the following is NOT an underground planting material?

a. gabi
b. ginger
c. onions
d. ubi

3
LESSON 1

PERFORM DIRECT PLANTING OF VEGETABLE CROPS

WHAT IS THIS LESSON ABOUT?

This lesson particularly deals with the different parts of the plant that
can be directly planted. It also includes methods of direct planting, depth and
rate of planting, the distance of planting vegetable seeds, and the tools and
implements to be used.

WHAT WILL YOU LEARN?

At the end of the lesson you should be able to:

1. classify plant parts that are directly planted;
2. perform the methods of direct planting;
3. identify the factors to consider in the depth of planting seeds and rate of
seeding; and
4. recognize the value of planting vegetable crops.

LET US STUDY

Let us Define

Planting - the placing of propagating materials like seeds or vegetative parts of

the plants, on the soil or at the bottom of the furrows, and covering them
subsequently with soil.
Plant Density - the number of plants per square area.

Direct Planting/Sowing

Generally, large seeds are planted directly in the ground or in garden

plots or in the field. Some vegetable crops do not need special care and are
planted directly in the ground. Some of these plants are:

 legumes like mongo, beans, cowpeas

 vegetable fruit crops like okra, squash, upo, patola
 root crops radish and carrots.

4
Parts of Plants Directly Planted in the Ground

1. Seeds

2. Cuttings

Cuttings are pieces of stems placed under suitable conditions

which will produce new plants.

Points to consider in selecting cuttings:

 The cuttings should be taken from sturdy plants.

 They should come from productive plants planted in
productive land.
 They should be free from diseases and insect pests.
 They should be stocky and uniform in size.

Kinds of Cuttings:

 Root cuttings like rimas.

 Stem cuttings like camote
 Node cuttings like kangkong

Planting Cuttings

 Plant only one cutting to a hill.

 Plant cuttings in slanting position

3. Planting underground runners

The underground section of the plant is used for planting

materials. The runners or suckers are clipped off from the parent plants
and then planted to the field before they get dry. They are usually set in
ridges and rows. Examples of these crops are arrowroots, ginger, taro
and gabi.

4. Bulb
The bulb portion of the plant is used as a planting material.
Example is garlic.

5
5. Root and tuber

Some crops are best propagated or planted by the sections of the

roots or tubers. The root or tuber is cut into halves or quarters. Each
section of which should have two or three alive buds or “eyes.”

Methods of Direct Planting

1. By machine
Most commercial gardeners plant seeds with machine planters or seed
drillers and the likes. Machines do the work much better and more rapidly
than by hand sowing. The common seed drillers open the furrow, drop the
seeds, cover them, and pack the soil at one operation. These drillers can be
regulated to sow at various rates and at the depth desired.
2. Sowing seeds by hand
Planting seeds by hand is commonly practiced in home gardens and in
not too wide field. The seeds should be distributed uniformly in the furrow
and covered immediately to prevent loss of moisture and to bring the seed
into close contact with the soil.

The methods of planting seeds by hand are:

1. Hill planting. This is commonly done by having 3 to 4 seeds per hill.

2. Broadcast method. This means scattering seeds uniformly by hand all
over a well prepared field and then covering the seeds with soil through
the help of light implement or plank.

Advantages of broadcasting over the other methods

 It is a quicker and cheaper method as far as cost of labor in
planting is concerned.
 Implements are not required for sowing.
 Skilled labor is not required for sowing.
 It can be done in moist condition.
Disadvantages:
 It requires more seed per unit area.
 The seeds fall at different depth resulting in uneven and guppy
plant stand as shallow-sown seed may not germinate due to
adverse moisture condition and germination of deep sown seed
may have adverse effects due to depth.
 Inter culture operation is difficult as spacing is not maintained.
 Uneven distribution of seed and hence crop growth resulting in
excess competition at certain area and no competition at some
areas.
 Loss of seeds by birds and insects if it is not properly covered with
soil.

6
3. Drill /line/furrow sowing
Sowing of seeds in a line on a large scale is generally done with the
help of sowing implement such as seed drill or fermium seed drill called
drilling. Drilling seeds is done continuously in rows or in lines/furrows
at regular interval. This method is adopted for pure cropping or
intercropping. In addition to this, ferti-seed drill is also used, where
fertilizer and seeds are sown simultaneously at desired depth of soil.
Advantages of drill or line/furrow sowing
 Seed placement is done at proper and uniform depth resulting into
uniform germination.
 Seed rate requires less as compared to broadcast method.
 It avoids over crowding of seedling and maintains uniform spacing
between two rows.
 Cultivation is carried out easily.
 Sowing depth can be adjusted in order to place the seed at moist
zone.
Disadvantages:
 Requires seed drill for sowing hence it is costly than broadcast
method.
 Skilled person is required to carry out sowing operation, if not the
seeds are not sown properly which may cause uneven germination
and ultimately poor stand of crops.

Rate of Planting

Among the factors to be considered with regard to the quantity of seeds

to plant are:
 The viability of the seeds. Seeds known to be low in viability should
be planted more thickly than those having high viability. Seeds held
over from one year to the next planting season should be tested for
germination. If the percentage of germination is low or if the sprouts
are weak, the seeds should not be planted.
 The condition of the soil. When the soil and weather conditions are
unfavorable more seeds should be planted than when the conditions
are favorable.
 The size and vigor of the plants. Seeds that produce delicate and
weak plants such as carrots, should be planted quite thickly to
ensure a good stand. Any excess of plants may be removed to prevent
crowding.
 The possible ravages of insects. In planting seeds, it is a common
practice to plant freely in order to have several times as many plants
that are needed. Later on, you can practice thinning if you found out
that your plants are crowding.

7
Depth of Planting

In places where there is heavy rainfall, seeds should be planted shallow

for if planted deeply into the soil during the rainy season, the seeds will decay.
As a rule, seeds should be at a depth at which the seeds will be able to come
out well of the ground before the reserved food in the seed becomes fully
consumed and at the same time afford enough anchorage to the roots. Size of
seeds partly determines the depth at which they are to be planted. The larger
the seeds, the deeper is the planting.

Distance of Planting of some vegetable crops.

CROP DISTANCE OF DEPTH OF RATE OF

PLANTING PLANTING SEEDING
(cm)
(Transplanted) Between Between per hill
Hill (cm) Row (cm)
1. cabbage 50 75 3-5 1
2. cauliflower 30 35 3-5 1
3. lettuce 30 30 3-5 1
4. tomato
single row
30-50 75-100 4-6 1
spacing
 double row 40 45 1
spacing
5. pepper 30-50 50-75 4-6 1
6. eggplant 75 120 4-6 1
7. ampalaya 75 100 4-6 1

CROP DISTANCE OF DEPTH OF RATE OF

PLANTING PLANTING SEEDING
(cm)
(Transplanted) Between Between per hill
Hill (cm) Row (cm)
(Directly seeded)
1. beans (bush) 30 50 2-3 3-4
2. beans (pole
sitao) 50 100 2-3 3-4
3. okra 75 100 2-3 2-3
4. squash 100 150 2-3 2-3
5. patola (luffa) 100 150-36 2-3 2-3

8
LET US REMEMBER

Planting means the placing of propagating materials either seeds or

vegetative parts of plants (seeds, cuttings, tubers, rhizomes, clones) on the
soil, or at the bottom of the furrows, and then usually covering them
subsequently with soil.

Sowing is the most important operation in crop production. The seed

must be deposited at required depth i.e. moist zone of soil so as to get optimum
condition for its germination. Sowing is also the placing of specified quantity of
seeds in soil in the optimum position for its germination and growth.

Too shallow sowing results in thin germination due to inadequate soil

moisture at top soil layer. Similarly, if the seeds are sown very deeply into the
soil, the young seedlings may not be able to push their shoots above, through
thick soil layer. Seed must be sown at proper depth and should be properly
covered with soil so as to get adequate moisture for its germination. Seeds are
sown either directly in the field or in nurseries where they are raised and then
transplanted later.

HOW MUCH HAVE YOU LEARNED?

I. Classify the following plant parts that could be directly planted either by
seeds, cuttings, underground runners, bulb or root and tuber. Write your
answer in your test notebook.

1. beans
2. camote
3. ginger
4. garlic
5. gabi

II. What are the methods of direct planting?

III. What are the considerations in direct planting seeds?

In vegetable production vegetable crops are not only directly seeded but
could also be transplanted. That is the next lesson you will undertake. Are you
ready?

9
LET US APPLY WHAT YOU HAVE LEARNED

In your 1 X 10 square meter garden plot, perform direct planting

following the hill method. Observe also the rate and depth of planting. Write a
narrative report on how you did the activity.

RESOURCES

Seeds
Cuttings
Underground runners
Bulbs
Suckers
Rhizomes

REFERENCES

Asuncion, Jr. Ramon G.; Elementary Agriculture: Saint Mary’s Publishing:

1983.
Asuncion, Jr. Ramon G.; Introduction to Tropical Crop Production: First
Edition Saint Mary’s Publishing. 1976.
Asuncion, Jr. Ramon G. and Castro, U. D.; Producing Quality Seeds the Easy
Way: Saint Mary’s Publishing: Sta Cruz, Manila. 1977.
Asuncion, Jr. Ramon. D. et.al.; Technology and Home Economics 1
Agricultural Arts: Abiva Publishing House, Inc.: Quezon City. 1991
Asuncion, Jr. Ramon D. at.al.: Technology and Home Economics 2 Agricultural
Arts: Abiva Publishing House, Inc: Quezon City. 1991
Cheah Kok Kheong, at.al.; Modern Agriculture for Tropical Schools: Oxford
University Press: 1979
Mendiola, N. B.; Principles of Crop Production. United Circulation, Inc.:
Malabon, Rizal. 1959
Resource Manual on Integrated Production and Pest Management (IPPM) in
Vegetables: World Education (INGO) Philippines, Inc.; Laguna,
Philippines: March 2005
Reyes, P. L.; “Lecture Notes on Field Crop Production” GAUF., Victoneta Park,
Malabon, Metro Manila.
Rivera, Aquilino R.; Home and School Vegetable Gardening: Grace Printing,
Inc.: Laoag City. 1988
Ware, George W. and J.P. McCollum; Producing Vegetables Crops: Second Ed.,
Interlino Printing Co., Inc.: Quezon City 1977

10
LESSON 2

PRACTICE TRANSPLANTING OF VEGETABLE SEEDLINGS

WHAT IS THIS LESSON ABOUT?

Lesson 2 focuses on transplanting of vegetable seedlings. It stresses on

the tips and rules of successful transplanting, steps in transplanting and the
tools and materials used in transplanting.

WHAT WILL YOU LEARN?

At the end of the lesson, you should be able to:

1. perform the steps in transplanting;
2. identify the tools and materials used in transplanting;
3. apply the tips and rules in successful transplanting; and
4. develop patience and resourcefulness.

LET US STUDY

Let us Define

Transplanting - the process of transferring the seedlings from the

nursery to the field where they continually grow and develop.
Dibbler – a pointed tool or material that is used in uprooting
seedlings.

Purposes of Transplanting

 Allow sufficient space for stocky development of the plants.

 Do preliminary selection of good, healthy and vigorous seedlings.
 Eliminate disease and weak seedlings or plants.

11
Tips in Successful Transplanting

 Have good healthy seedlings.

 Have the land thoroughly prepared before transplanting.
 Transplant hardened seedlings. Hardened seedlings could
withstand outside conditions.
 Have a good container, a shallow small basket, or a banana bract
of convenient length for the seedlings.

Rules in Transplanting

 Keep direct sunlight away from the roots while the seedlings are
out of the ground.
 Keep the roots moist and the tops dry while transferring the
seedlings.
 Keep as much soil on the roots as possible.
 Settle the soil around the roots when watering.
 Handle seedlings carefully to avoid bruising or breaking.
 Do your transplanting late in the afternoon or on a cloudy day and
shade the seedlings.


Steps in Transplanting

1. Water the seedlings 24 hours before transplanting.

2. With the aid of a sharp dibbler or trowel, lift the plant carefully. Never
pull the plants. The roots should not be disturbed as little as possible.
Carry them on a wet gunny sack. They should not be exposed to
sunshine.
3. Dig a hole big enough to receive the root system without bending or
squeezing it into the space.
4. Set the seedling in the hole. Sift fine moist soil around the roots and
press it down enough to bring the soil in contact with the roots.
5. Water the newly transplanted seedlings using a sprinkler or water hose
with fine spray.
6. If necessary, provide a temporary shade to the seedlings for a few days.
Temporary shade can be made from banana bracts or any available
materials suitable for the purpose.

12
Tools and materials in transplanting

 Dibbler. The dibbler aids in lifting or pulling the seedlings to minimize

possible damages to seedlings.
 Sprinkler or water hose is used in watering the seedlings before pulling
them and upon transplanting.
 Covering materials like banana bracts and other materials cover the
transplants and safeguard the transplants from excessive transpiration
of water especially during sunny days.

LET US REMEMBER

Success in transplanting seedlings to the field or garden depends on

good seedlings, good condition of the soil, favorable weather conditions, time of
transplanting, use of appropriate tools and other materials and on the proper
manner of doing the work.

Seedlings are like babies. They are fragile and vulnerable so the
principles of Tender Loving Care (TLC) should be strictly followed.

You should not delay transplanting because you are also delaying the
maturity of your crops.

HOW MUCH HAVE YOU LEARNED?

Arrange the steps in transplanting by writing them in chronological order

in you test notebook.

 Water the transplant with the use of a sprinkler or water hose with fine
spray.
 Dig the holes big enough to accommodate the root system with the use of
appropriate tool.
 If necessary, provide a temporary shade to the newly transplanted
seedlings for a few days until the plants can withstand the heat of the
sun.
 Cover root system with fine moist soil and press it down a little to bring
the soil in contact with the roots.
 Water the seedlings 24 hours before transplanting.
 Set the seedlings in the prepared holes.
 Uproot the seedlings with the aid of a dibble.

13
LET US APPLY WHAT YOU HAVE LEARNED

In your prepared garden for cruciferous crops, perform transplanting of

seeds. We have more than enough pechay seedlings in the nursery where you
get your seedlings to transplant in your garden. Make sure that the seed beds
are watered thoroughly 24 hours before transplanting.

Write a brief report about the procedure being done and present it to
your teacher.

RESOURCES:
Seedlings
Covering materials like banana bracts
Sprinklers
Dibblers

REFERENCES

Asuncion, Jr. Ramon G.; Elementary Agriculture: Saint Mary’s Publishing:

1983.
Asuncion, Jr. Ramon G.; Introduction to Tropical Crop Production: First
Edition Saint Mary’s Publishing. 1976.
Asuncion, Jr. Ramon G. and Castro, U. D.; Producing Quality Seeds the Easy
Way: Saint Mary’s Publishing: Sta Cruz, Manila. 1977.
Asuncion, Jr. Ramon. D. et.al.; Technology and Home Economics 1
Agricultural Arts: Abiva Publishing House, Inc.: Quezon City. 1991
Asuncion, Jr. Ramon D. at.al.: Technology and Home Economics 2 Agricultural
Arts: Abiva Publishing House, Inc: Quezon City. 1991
Cheah Kok Kheong, at.al.; Modern Agriculture for Tropical Schools: Oxford
University Press: 1979
Mendiola, N. B.; Principles of Crop Production. United Circulation, Inc.:
Malabon, Rizal. 1959
Resource Manual on Integrated Production and Pest Management (IPPM) in
Vegetables: World Education (INGO) Philippines, Inc.; Laguna,
Philippines: March 2005
Reyes, P. L.; “Lecture Notes on Field Crop Production” GAUF., Victoneta Park,
Malabon, Metro Manila.
Rivera, Aquilino R.; Home and School Vegetable Gardening: Grace Printing,
Inc.: Laoag City. 1988
Ware, George W. and J.P. McCollum; Producing Vegetables Crops: Second Ed.,
Interlino Printing Co., Inc.: Quezon City 1977

14
WHAT HAVE YOU LEARNED FROM THE MODULE?

Let’s find out how much you have learned from the module.

Post Test

Direction: Choose the best answer by writing the LETTER only in your test
notebook.

1. The placing of propagating materials either seeds or vegetative parts of a

plant in the soil and covering it with subsequent amount of soil refers to-
----------.
a. laying out
b. planting
c. pricking
d. transplanting

2. Which of the following are not directly planted?

a. cabbage seeds
b. bean seeds
c. mongo seeds
d. squash seeds

3. What part of the plant is not directly planted?

a. bulbs and seeds
b. cuttings
c. roots and tubers
d. none of these

4. Which one is not a consideration in selecting cuttings?

a. cuttings should come from sturdy plants
b.cuttings should come from productive plants planted in productive
soils
c. they should be free from diseases and insect pests
d. they are not sturdy and uniform in size.

5. Time of planting depends on the following factors except one.

a. size of seeds and other propagating materials
b. soil and weather conditions
c. the kind of crop to be planted.
d. the time the produce is desired.

15
6. Which of the following is not considered in determining the depth of
planting?
a. the amount of moisture in the soil
b. the kind of soil
c. the size of the seeds
d. the planter

7. If a planter uses an equipment like driller to plant in his field, the method
of planting he uses is-----------------.
a. by broadcasting method
b. by drill method
c. by machine
d. by sowing seeds by hand

8. A vegetable grower has to consider the following factors in order to

determine the rate of planting. Which one is NOT?
a. The condition of the soil
b. the method of planting
c. the possible ravages of insects
d. the viability of the seeds.

9. Which of the following is NOT true about the rate of planting?

a. More seeds are planted when seeds have low viability.
b. More seeds are planted when the soil and weather conditions are not
favorable.
c. When seeds produce delicate and weak seedlings, more seeds should
be planted.
d. When there are possible ravages of insects in the area, less seeds
should be planted.

10. Which of the following is not an underground section of a plant used for
planting materials?
a. gabi
b. ginger
c. onions
d. ubi

16
 TABLE OF CONTENTS

CONTENTS PAGE
MODULE 4. Direct planting and transplanting
of seedling………………………………………. 1

What is this module about?.................................. 1

What will you learn?............................................. 1
What do you already know?.................................. 1

LESSON 1. Perform direct planting of

vegetable crops………………………............. 4

What is this lesson about?................................... 4

What will you learn?............................................ 4
Let us study........................................................ 4
Let us remember.................................................. 9
How much have you learned ............................... 9
Let us apply what you have learned..................... 10
Resources............................................................ 10
References........................................................... 10

LESSON 2. Practice transplanting of vegetable seedlings. 11

What is this lesson about?.................................... 11

What will you learn?............................................. 11
Let us study.......................................................... 11
Let us remember................................................... 13
How much have you learned................................. 14
Let us apply what you have learned...................... 14
Resources............................................................. 14
References............................................................ 14
How much have you learned from the module?.... 15

17
 REPUBLIC OF THE PHILIPPINES
Department of Education
COMPETENCY-BASED
PUBLIC TECHNICAL-VOCATIONAL
HIGH SCHOOLS

LEARNING MATERIAL
THIRD YEAR

HORTICULTURE NC II
Unit of Competency: PRODUCE VEGETABLE CROPS
Module No. 5 Module Title: MAINTAINING THE GROWTH OF
PLANTS

0
 MODULE V

QUALIFICATION TITLE : HORTICULTURE NC II

UNIT OF COMPETENCY : PRODUCE VEGETABLE
CROPS
MODULE TITLE : MAINTAINING THE
GROWTH OF
PLANTS
NOMINAL DURATION : 37 HOURS

WHAT IS THIS MODULE ABOUT?

This module covers the knowledge, skills and attitudes in applying

the kind and rate of fertilizer, irrigation and drainage practices, control of
insect pests and diseases, weeding and cultivation, and mulching.

WHAT WILL YOU LEARN?

Upon completion of the module, you should be able to:

1. apply the recommended kind and rate of fertilizer needed by
vegetable crops;
2. perform irrigation and drainage practices;
3. control insect pests and diseases;
4. perform weed and cultivation; and
5. practice mulching

HOW MUCH DO YOU ALREADY KNOW?

Let‟s find out how much you already know about the module.

Direction:
Read and understand the questions carefully and select the best answer
by writing the LETTER in your test notebook.

1. We can say that the soil is fertile if:

a. it contains most of the essential elements needed for plant
growth.
b. it can produce maximum yield of crops.
c. it is black.
d. it is porous.

2. It refers to the necessary materials which a plant can build new

tissues and at the same time carry on its normal functions.
a. lime c. plant food
b. inoculants d. pesticide
1
3. Any organic and inorganic material that supports plant growth and
development is--------------.
a. biofertilizer c. fertilizer
b. commercial fertilizer d. organic fertilizer

4. Which of the following does NOT belong to the group?

a. calcium c. phosphorus
b. nitrogen d. potassium

5. Which one is the primary function of nitrogen?

a. Aids in seed formation
b. Forms and transfers starch
c. Hastens maturity
d. Gives dark green color to plants

6. When the fertilizers are applied in scattered manner over the

surface of the land, the method of fertilization is------------------------.
a. side dressing
b. broadcasting
c. foliar application
d. band or row or localized placements

7. Which of the following is NOT a method of determining soil fertility?

a. soil analysis
b. field fertilizer trials
c. nutrient deficiency symptom
d. foliar application of fertilizer

8. In order to conserve soil fertility, the following methods should be

practiced EXCEPT
a. application of organic fertilizer
b. practice of broadcasting and side dressing of fertilizer
c. practice of green manuring
d. practice of composting, mulching and cover cropping

9. The supply of water to the soil by any other means than rainfall is
a. duty of water c. fertilization
b. drainage d. irrigation

10. The water is applied above the ground, either in furrows or by

spreading it over the land being irrigated is called
a. sub-irrigation c. over head or spray irrigation
b. surface irrigation d. watering by hand

11. This method of irrigation is used to apply water with the use of
sprinklers to irrigate crops grown in a small piece of land like
school and home gardens.
a. irrigation by hand c. irrigation by windmill
b. irrigation by gravity d. irrigation by power machinery
2
12. Which of the following benefits is NOT derived from irrigation?
a. Assures crop against drought
b. Improves soil aeration
c. Enables the growing of quick maturing crop
d. Increases quality and yield of crops

13. In order to save irrigation water, you should practice the following
EXCEPT:
a. avoiding over irrigation.
b. practicing wild flooding
c. practicing lining of canals properly with a clay puddle.
d. planting the field with uniform or properly graded surface.

14. The process of removing excess water from the soil in order to
increase its productivity is---------------.
a. fertigation c. irrigation
b. drainage d. none of these

15. These are wild or cultivated plants that grow in a place where they
are not wanted.
a. broadleaf weeds c. sedges
b. grasses d. weeds

16. Which of the following is not a good reason for removing or

controlling the weeds?
a. weeds cause a decrease in crop production
b. weeds increase labor cost and cost of production.
c. weeds increase land value.
d. weeds harbor plant pests which may affect plant growth and
yield.

17. Which of the following is NOT a mechanical method of controlling

weeds.
a. burning c. cover cropping
b. cutting d. uprooting the weeds.

18. Which of these methods of controlling weeds is NOT

environmentally friendly?
a. biological c. mechanical
b. cropping and competition d. chemical

19. Which is NOT true about cultivation?

a. It conserves soil moisture. c. It improves aeration of the soil.
b. It destroys weeds. d. It decreases crop yield.

20. The best time to cultivate is-----------------.

a. after planting and before the crop covers the ground.
b. after watering or irrigating
c. after draining the field
d. all of these.
3
LESSON 1

APPLY THE RECOMMENDED KIND AND RATE OF FERTILIZER

WHAT IS THIS LESSON ABOUT?

This lesson deals on the study of the kinds of fertilizer, its sources,
functions, methods of fertilizer application, methods on how to improve
the fertility of the soil and composting.

WHAT WILL YOU LEARN?

At the end of the lesson, you should be able to:

1. determine the macro and micro elements of the soil and their
functions;
2. identify the sources, kinds and the importance of fertilizers;
3. know the methods of determining and conserving soil fertility;
4. perform the methods of applying fertilizers;
5. perform composting; and
6. recognize proper nutrition in plants

LET US STUDY

Let us Define

Fertilizer – any material used to add to the fertility of the soil in order to
increase the growth or yield of crops.
Fertilizing or fertilization – the practice of applying fertilizers to crops
through the soil or to the leaves of the plants.
Fertile soil – one that contains most of the essential elements needed for
plant growth.
Soil productivity – the ability produce more than a sufficient quantity of
agricultural crops.
Soil fertility – the richness of soil in terms of organic and inorganic plant
foods which plants can use for growth and production.
Liming – the application of calcium or magnesium containing compounds
to the soil to neutralize acidity.
Plant food – the necessary materials from which a plant can build new
tissues and at the same time carry on its normal functions.
Leaching – the loss of soluble substances in water that drains down to
the lower depths of the soil beyond the reach of the roots

4
 Fertilizers are chemical compounds containing one or more of the
important nutritive elements which plants need for their growth and
development.

Plants have three sources from which they get their necessary
nutrients.

1. Air. The air contains carbon dioxide (carbon combined with oxygen).
Carbon dioxide provides source of carbon and oxygen for growing
crops. In turn when plants residues decay, carbon dioxide is again
released into the air.
The air around us is composed largely of nitrogen, a very inert gas.
Although nitrogen is needed in large amounts by plants, nitrogen from
the air cannot be used by the growing plant. Through legumes, the
bacteria in their nodules which develop in their roots as a result of
inoculation, can fix and utilize nitrogen from the atmosphere.
2. Water. Water is made up of hydrogen and oxygen; thus, it provides
plants with these elements.
3. Soil. All other plant food elements in the soil are therefore very
important.

The plant food elements

The primary plant food elements

Chemical symbol
 Nitrogen . . . .. . . . . . . . .N
 Phosphorus . . . . . . . . . .P
 Potassium . . . . . . . . . . . K

The secondary plant food elements

 Calcium . . . . . . . . . . . . Ca
 Magnesium . . . . . . . . . Mg
 Sulfur . . . . . . . . . . . . . S

Elements from air and water

 Carbon . . . . . . . . . . . . . C
 Hydrogen . . . . . . . . . . . H
 Oxygen . . . . . . . . . . . . . O

The trace elements

 Manganese . . . . . . . . . . Mn
 Boron . . . . . . . . . . . . . . B
 Copper . . . . . . . . . . . . . Cu
 Zinc . . . . . . . . . . . . . . . Zn
 Iron . . . . . . . . . . . . . . . Fe
 Molybdenum . . . . . . . . Mo
 Chlorine . . . . . . . . . . . Cl

5
The plant food elements and their functions

Nutrient Functions Symptoms of Deficiency

Nitrogen  Gives dark green color  Sticky yellowish green
to plants. color
 Promotes leaf, stem, fruit  Distinctly slow and
and seed growth. dwarfed growth
 Improves quality of leaf  Drying up or firing of
crops. leaves from bottom of the
 Facilitates rapid growth plants proceeding upward
 Increases protein content
of food and leaf crops.
 Feeds soil micro-
organisms during their
decompositions of low
nitrogen organic
materials.
Phosphorus  Stimulates early root  Purplish leaves, stems and
formation and growth. branches
 Gives rapid and vigorous  Slow growth and maturity
start to plants.  Small slender stalk in case
 Hastens maturity. of corn
 Stimulates blooming.  Lack of stooling in small
 Aids in seed formation. grains
 Gives plants hardiness.  Low yields of grain, fruit
and seed
Potassium  Imparts vigor and  Mottling, spotting,
disease resistance to streaking or curling of
plants. leaves, starting from the
 Produces strong, stiff lower level
stalks, thus reduces  Scorched or burned
lodging. margin of the leaves
 Increases plumpness of  Drooping of the corn plant
the grains and seeds. falls down prior to
 Helps in the formation maturity due to poor root
and transfer of starch, development
sugar and oil.
 Imparts hardness to
legumes.

6
Kinds of Fertilizers

1. Organic fertilizers are farm manures, compost, crop residues, and

other farm wastes which supply nutrients and improve soil
physical conditions. Organic fertilizers are added to the soil in large
amounts to meet nutrient demands of crops. The use of organic
fertilizers is a vital component of integrated nutrient cycling
systems.
2. Inorganic fertilizers usually result from chemical processes such as
sulfuric acid treatment or rock phosphate to produce
superphosphate. It consists of materials processed or transformed
into a chemical material or fertilizer.

Inorganic fertilizers are artificially prepared or those that may be

obtained from the market. Commercial fertilizers could be:

 Single element fertilizer which contains only one of the

major fertilizer elements.
Examples: Ammonium sulfate, urea, superphosphate
 Incomplete fertilizer contains only two major elements like
ammophos (nitrogen and phosphorus)
 Complete fertilizers contain the three primary plant food
elements: nitrogen, phosphorus and potassium

Nutrient Content of Fertilizers

Fertilizers being sold in the market must carry a guarantee of the
kind and amount of nutrients they contain. The information is printed
on the fertilizer bags or packages. The guaranteed analysis of a fertilizer
material expressed in percent following the order: total N, citrate-soluble
phosphoric acid (P2O5) and water-soluble potash (K2O) is called fertilizer
grade. Customarily, the P and K contents are expressed as oxides of the
elements. Thus, a fertilizer bag with 14-14-14 analysis contains 14%
total N, 14% citrate-soluble P2O5 and 14% water-soluble K2O. The
relative proportion of the fertilizer nutrients present in a fertilizer is
expressed in terms of the fertilizer ration such as 21-0-0 for ammonium
sulfate, 45-0-0 for urea and 14-14-14 for complete.
Analysis of Common Inorganic or Commercial Fertilizers
Material Percent
N P2O5 K2O
Anhydrous ammonia 82 0 0
Ammonium sulfate 21 0 0
Ammonium phosphate 16 20 0
Ammonium chloride 25 0 0
Urea 45 0 0
Superphosphate 0 20 0
Trial superphosphate 0 48 0
Muriate of potash 0 0 60
Sulfate of potash 0 0 50
Complete 14 14 14
7
Fertilizer Computation

To supply a certain amount of plant nutrients, determine the

amount of fertilizer to be applied per hectare based on the composition of
the fertilizer materials to be used. Here are some examples on how to
determine the amount of fertilizer.

Example 1

Ammonium Sulfate (AS) contains 21 percent nitrogen. This means that

100 kilograms of this nitrogen-carrying fertilizer contains 21 kilograms of
nitrogen. To calculate how much ammonium sulfate is needed to supply
120 kilograms nitrogen per hectare, we simply divide the 120 kilograms
of nitrogen needed by 21 percent which is the nitrogen content of
ammonium sulfate, and multiply the results by 100.

recommended rate (kg/ha)

Fertilizer needed = x 100
% nutrient of the fertilizer

120 kg N/ha
kg AS = × 100 = 570 kg AS/ha
21%

The same formula may be used with any of the materials containing
nitrogen, phosphorous, or potassium.

Example 2

If one wants to apply 80 kilograms per hectare of phosphorus as a single

superphosphate (0-20-0), the computation appears below:

80 kg P/ha
kg 0-20-0 = × 100 = 400 kg 0-20-0/ha
20

Example 3

Compute for the number of kg of muriate of potash (0-0-60) needed to

fertilize 1 hectare using 0-0-60 recommendation.

60 kg K/ha
kg 0-0-60 = × 100 = 100 kg 0-0-60/ha
60

Example 4

How to calculate the percentage of fertilizer elements from known

amounts of fertilizer materials?

8
 Given a quantity of fertilizer with the following composition, find
the number of kilograms of available N, P2O5 and K2O in the mixture?
 150 kg ammonium sulfate analyzing 21% N
 600 kg superphosphate analyzing 20% P2O5
 100 kg potassium chloride analyzing 60% K2O
 850 kg total weight

Solution:

To determine the analysis of a fertilizer mixture, multiply the

quantity of fertilizer by the percentage of N, P2O5 or K2O in it and divide
by 100.

weight of fertilizer × percentage of nutrient

weight of nutrient =
100

150 × 21%
kg N = = 31.5 kg of nitrogen
100

600 × 20%
kg P2O5 = = 120 kg of phosphate
100

100 × 60%
kg K2O = = 60 kg of potash
100

Example 5

How will you find the percentage of available N, P2O5 and K2O in
the whole mixture?

Solution:

Divide the weight of each plant nutrients by the total weight of the
mixture and multiply by 100, thus:

weight of nutrient
percentage of nutrient = × 100
total weight of fertilizers

31.5 kg N
N= × 100 = 3.7% N
850 kg total weight

120
P2O5 = × 100 = 14.1 % P2O5
850

60
K2O = × 100 = 7.0% K2O
850
9
 This could be summarized as: Grade = 3.7-14.1-7.0

Example 6

How to calculate the amounts of fertilizer materials to make up a

fertilizer mixture of certain percentage of fertilizer elements.

Given the following fertilizer materials with their corresponding

available nutrients. How will you find the amount each of the plant
nutrients is needed in making 2,000 kg of a fertilizer with grade of 12-24-
12?
 Urea analyzing 45% N
 Triple superphosphate analyzing 50% P2O5
 Muriate of potash analyzing 60% K2O

Solution:

2,000 x .12 = 240 kg on N needed

2,000 x .24 = 480 kg of P2O5 needed
2,000 x .12 = 240 kg of K2O needed

How will you find the number of kilograms of each of the fertilizing
materials needed to make the mixture (This is the same procedure as in
examples 1 to 3)?

240 kg N
N= × 100 = 533 kg urea
45% N

480
P2O5 = × 100 = 960 kg triple superphosphate
50

240
K2O = × 100 = 400 kg potassium chloride
60

Note: Since you wanted 2,000 kg of fertilizer with a grade of 12-24-12,

you must add sand or some other inert filler to make the desired weight
of which:

533 kg urea
960 kg triple superphosphate
400 kg potassium chloride
107 kg sand, or coconut shells, etc.
2,000 kg total

Example 7

Calculate Mixed Fertilizers

Find out the number of kilograms of the separate fertilizer

10
materials needed for the preparation of one metric ton (1,000 kg) of
mixed fertilizer of 5-8-12 grade using ammonium sulfate (20% N),
calcium superphosphate (16% P2O5) and muriate of potash (60% K2O )

Work out the quantities of the individual fertilizers required for 100
kg of 5-8-12 fertilizer mixture, i.e., to contain 5% N, 8% P2O5 and 12%
K2O. Then multiply these figures by 100 to obtain the total requirement
of fertilizers for 1,00 kg of the mixture.

5
For N = × 100 = 25 kg ammonium sulfate
20
8
P2O5 = × 100 = 50 kg calcium superphosphate
16
12
K2O = × 100 = 20 kg muriate of potash
60
95 kg of straight fertilizers
+ 5 kg of filler
100 kg of mixed fertilizer

In preparing 1,000 kg of a fertilizer mixture of the 5-8-12 grade,

250 kg of ammonium sulfate, 500 kg of calcium superphosphate, 200 kg
of muriate of potash and 50 kg of the filler is needed.

Methods of fertilizer application

As a general rule, a fertilizer material should be placed in the soil

in such a way that the plant can absorb of it. This involves not only
different zones of placement but also the time with respect to the age of
the plant the fertilizer is to be applied.

1. Broadcasting – It is a method where in fertilizer is applied over the

surface of the land. It may not be harrowed, plowed or disked into
the soil. This method is usually practiced in rice field, pastures and
lawns.
2. Side dressing – Fertilizer material is placed in or in between the
rows of crops like vegetables or corn or placing around the plant or
trees. On row crops, side dressing may be done simultaneously with
cultivation. The purpose of side dressing is to ensure availability of
plant food nutrients, particularly nitrogen during the critical growth
periods when plants are taking up nutrients rapidly.
3. Band or row or localized placements – Fertilizer material is
applied in bands to one or both sides of the seed or plant. On row
crops, the fertilizer is placed in bands or strips on one or both sides
of the row, about 2 inches away from and below the seeds.
4. Foliar application – This involves dissolving the fertilizer materials
in water and then applying it as spray to the plant.
5. Applied with the seed – Fertilizer is broadcast together with the
seeds or to seeds are coated with fertilizer by means of an adhesive
such as cellofas or gum Arabic.
6. Fertigation – Applying the fertilizer with water in the soil.
11
Methods of determining soil fertility

1. Field fertilizer trials. As the term implies, field fertilizer trial

experiment is carried out in the field. It could be conducted in
different places under different seasons. When managed and
conducted properly, the results obtained from this method are very
reliable.
2. Soil analysis. It is a rapid method of assessing the fertilizer needs of
crops. The principle involved is that the amount of available nutrients
in the soil are directly related up to a critical point with the growth
and yield of crop.
Soil analysis consists of four phases namely:
1. proper collection of soil samples
2. chemical analysis
3. interpretation of analytical results
4. formulation of fertilizer recommendation
3. Plant tissue analysis. This is customarily made of fresh plant tissue
in the field. It is a quick way test and is important in the diagnosis of
the needs of growing plants. Sap from ruptured cells is tested for
assimilated N-P-K. Test for other elements such as Mg and Mn are
also done. The concentration of the nutrients in the cell sap is
usually a good indication of how well the plant is supplied at the time
of testing.
4. Nutrient deficiency symptom. An abnormal appearance of the
growing plant may be caused by a deficiency of one or more nutrient
elements. This visual method of evaluating soil fertility is unique and
it requires no expensive equipment. It can also be used as a
supplement to other diagnostic techniques.

Loss of nutrients from the soil

The fertility of the soil is not lasting. It is usually lost through
mismanagement by farmers who work in the land. There are many ways
in which soil fertility is depleted.
 Loss through the crops. Plants utilize large quantities of nutrients
from the soil for their growth. The plants having reached their
maturity are harvested and sold. Thus, the organic and the
minerals that composed the harvested crops are taken away from
the farm. The constant removal of soil fertility through the crops
will make the soil poor. This is the reason why production will
decrease year by year if we do not fertilize our crops.
The amount of soil nutrient lost through the crops depends
on the kind of crops grown. From the standpoint crops may be
classified into three categories:
1. Heavy feeders are those crops that utilize a large quantity of all
the three essential elements or it may be a heavy feeder as
regards one element but a light feeder as regards another.
2. Medium feeders consume not much of the food elements not like
the heavy feeders.
3. Light feeders consume only little amount of the plant food
elements.
12
  Loss of plant food through surface run-off. Rain water or excess
irrigation water which runs off the surface of the ground may carry
not only soil particles and the food they contain but also the plant
food which get dissolved in the running water.
 Loss of plant food through leaching. Even if we do not plant, the
minerals in the soil may be lost by leaching, that is, the soluble
substances go with the water that drains down to the lower depths
of the soil beyond the reach of roots. This is especially true in cases
of sandy soil.
 Soil erosion. This is the greatest enemy of the farmer. Erosion is
the removal of soil from the field through natural forces.

Methods of conserving soil fertility

 Application of commercial fertilizers
 Application of farm manures or organic fertilizers
 Green manuring. The practice of growing special crops like
legumes either alone or intermixed with others for the purpose of
plowing them into the soil in a green stage when they have reached
a suitable height, or before flowering.
 Cover cropping. This is the practice of growing cover crops
especially legume crops to protect the land from erosion, heat of
the sun and beat of the rain. A cover crop is a crop planted
especially in cultures of permanent crops such as coconuts, coffee,
orchard and the like mainly for protection as well as for the
enrichment of the soil.
 Mulching. This is the practice of placing mulch materials above the
soil such as straw, paper, sawdust, leaves and the like to protect
the roots of plants from excessive heat and cold or from drought.
This practice also controls the growth of weeds. When the organic
mulch decompose, they will turn into organic fertilizer.

Compost and composting

Compost is a mixture of decayed organic materials decomposed by
micro-organisms in a warm, moist, and aerobic environment, (oxygen
breathing) releasing nutrients into readily available forms for plant use.

Why use compost?

 There is a need for sustainable production through integrated
nutrient management.
 Compost produces less methane than not decomposed rice straw
when incorporated in the soil.
 It solves problem or declining yield.
 It also corrects micronutrient problems like zinc deficiency.

What is composting?

Composting is the controlled decay of plant and animal to produce

compost, a dark, rich soil-like material. Compost is added to the soil to
improve its structure and nutrient content.
13
Students of the Jones Rural School performing composting during their TVE
class.
In nature, bacteria, fungi, worms, and other soil organisms help in
breaking down dead plants and animals, as well as animal wastes. The
decomposed organic material becomes part of the soil. This natural decay
usually takes place very slowly. To speed up the process, composters
create ideal growing conditions for compost organisms.

What do compost organisms need?

1. Balanced diet of compost materials compose

 “Browns”
Browns are compost materials that are brown and dry.
Examples of which are sawdust, dried leaves, straw and small
twigs and others. “Browns” are high in carbon, which for
microbes are energy food.
 “Greens”
Greens are compost materials that are green and moist like
kitchen wastes, grass cuttings and the like. “Greens” are high in
nitrogen, which microbes need to make proteins
If you add about 3 parts of browns to 1 part of greens, then
the compost organisms will have a balanced diet.

2. Right amount of air and water

If there‟s a right amount of oxygen and moisture, microbes
can rapidly grow and multiply. Too much or too little of water, the
microbes die.
Compost materials should have a thin film of water around
them, and lots of pore spaces filled with air.

3. Right temperature
Organic materials will eventually decay even in a cold
compost pile. But the decay process is sped up in a hot compost
pile. When bacteria and fungi grow rapidly, they burn a lot of food,
and give off a lot of heat. If the compost pile is big enough, the heat
will build up inside the pile. Bacteria that grow well at high
temperature take over and speed up the decay process.
14
Three ways of making compost

1. Traditional method. This is a slow process, requiring 3-4 months

before farm wastes are fully decomposed and ready for use as
compost fertilizer. This means that the fertilizer can only be used
after one planting season. This also requires a bigger composting
area. This method involves only eight steps, that is inexpensive to
produce and requires no extensive input except labor.
2. Rapid method. With the aid of fungus activator Trichoderma
harzianum, decomposition of farm wastes is accelerated to just 3-4
weeks.
3. Bio-enriched method. Employing both fungus activator and a
nitrogen-fixing bacteria, farm wastes are first decomposed by
Trichoderma sp. for 2-3 weeks, after which the resulting compost is
inoculated with live N-fixing bacteria Azotobacter sp. Incubation for
1 week produces a nitrogen-enriched compost that can supply a
rice crop‟s total N requirement, depending on the material used,
soil condition, and planting season.

Steps in making compost

A. Traditional way

1. Make the soil firm, and dig a trench around for excess water to flow
into.
2. Stack up about six (6) inches high of grass. Do not compress.
3. Put 1-2 inches thick animal manure over the grass. Urea or
ammonium sulfate of about 1-2 kilograms may also be used if
available.
4. Put 1 inch thick of rich soil mixed with wood ashes, lime over the pile.
5. Repeat the process over the pile until about 1 ½ meters high.
6. Water the pile to make it moist.
7. Thrust a pipe(s) or bamboo pole(s) with holes to allow air to penetrate
the bottom of the pile.
8. After three weeks, turn the compost over with the aid of a garden fork.
This is easily done by transferring into another pile so that the bottom
layer will now be on top, etc.
9. Turn the compost again bottom up after 5 weeks. Wait for 4 weeks
more to allow complete composting.
10. Water the compost during hot weather; cover the compost pile with
banana leaves during rainy days.

The pile of compost will be hot. This means that the bacteria in it are
working. Composting can also be hastened with a chemical for this
purpose.

15
 B. Making compost in 11 days

Materials

 Farm wastes: leaves, straw. hull, grasses, weeds fresh and dry.
 Fresh animal manure: carabao, cow, horse, chicken, goat, etc.
 Kerosene can or basket
 Eight pieces posts about 2” – 3” diameter at 5” high.
 Bamboo slats
 Shovel, garden fork, bolo

Procedure in making compost pile

1. Select a shady place in your yard that is somewhat elevated and does
not lodge water.
2. Construct compost pile measuring 1 X 1.5 square meter by 1 meter
high using the 8 posts and bamboo slats to enclose the posts; allow
space for air at the bottom.

Cut 3. Cut the farm wastes about 3 to 4 inches or smaller.

4. W4. Wet these or soak in water for 5 minutes. If they are plenty, spray
wastwater on the mound
5.Mi5. Mix with equal amount of fresh animal manure; mix them well
6.St6. Stack up the enclosed place with this up to 4 feet high.

7. See if the pile is getting heated up. If not, sprinkle with dissolved
fresh manure. It is important to have this heat in 24-48 hours.

8. Reverse the pile; see if it is heating up. Keep it moist but not
wet. If it is not hot sprinkle with dissolved manure.

9. Reverse the pile again; see if it is heating up. Keep it moist.

10. The pile must be cooling at this point, which means the
compost is done.
11. The resulting compost is ground (pulverized). If desired, let it
stay to decompose longer because the natural bark or coating takes
a longer time to deteriorate.

Health precautions

 The decomposing compost heap can generate heat up to 600C. Be

careful in handling the compost while turning. Wear protective
gloves or footgear so as not to scald your hands and feet.
 Composting materials and micro-organisms may cause allergies,
although they are non pathogenic. To avoid inconvenience from
itching, cover the nose and mouth with mask; use long-sleeves,
and wash body and hands after working on the compost.

16
LET US REMEMBER

FEED THE SOIL AND LET THE SOIL FEED THE PLANT

Soil is only one of the many factors that contribute to high

productivity. Fortunately, it can be controlled by man. Maximum benefit
from sound fertility program; can be realized only if the other factors of
plant growth are favorably controlled.

A fertilizer is any organic or inorganic material of natural or

synthetic origin which is added to the soil to supply certain elements
essential to plant growth. Fertilizers are used to increase the growth rate,
yield and quality or nutritive value of plants.

Continuous cropping of the soil without replenishing the nutrients

depletes its natural resources. Every time a crop is harvested, the
elements absorbed from the soil go with it. The higher the yield of the
crop, the higher is the amount of nutrients removed from the soil.

Soil fertility can easily be remedied by fertilization and liming.

HOW MUCH HAVE YOU LEARNED?

A. Fill in the blanks. Fill in the blanks with the correct word or group of
words to complete the thought of the sentence: Write your answers in
your test notebook.
1. Applying the fertilizer material with water in the soil means
__________________.
2. The use of liquid form of fertilizer dissolved in water and sprayed to
the plants refers to ______________.
3. When fertilizers are placed in between rows of plants, the method
used is_______________.
4. __________ are chemicals which consist of one or more inorganic
compounds applied to the soil to improve the growth and yield of
crops.
5. The placing of fertilizer to the soil is called ________________.

B. True or False. Write TRUE if the statement is correct and FALSE if it

is wrong. Write your answer in your test notebook.
1. The soil is fertile if most of the elements are present in it.
2. Nutrients of the soil are lost by continuous cropping without
replenishing the elements used by plants.
3. Soil nutrients are not lost by soil erosion.
4. Organic fertilizer may come from plants, animals, guano and bone
meal .
5. Organic fertilizer is best used because of the benefits it can give to
the soil, plants and the environment.

17
LET US APPLY WHAT YOU HAVE LEARNED

Prepare a compost pile with a dimension of 1 × 1.5 square meter

and 1 meter high. Make your compost in your own compost pile by
following the steps. Select what method of composting you will follow.
The teacher will observe and rate your activity.

RESOURCES

fertilizer
wood
nail
animal manure
plant residues
compost
hammer
hand trowel
sprinkler
sprayer

18
REFERENCES

Asuncion, Jr. Ramon G.; Elementary Agriculture: Saint Mary‟s Publishing:

1983.
Asuncion, Jr. Ramon G.; Introduction to Tropical Crop Production: First
Edition Saint Mary‟s Publishing. 1976.
Asuncion, Jr. Ramon G. and Castro, U. D.; Producing Quality Seeds the Easy
Way: Saint Mary‟s Publishing: Sta Cruz, Manila. 1977.
Asuncion, Jr. Ramon. D. et.al.; Technology and Home Economics 1
Agricultural Arts: Abiva Publishing House, Inc.: Quezon City. 1991
Asuncion, Jr. Ramon D. at.al.: Technology and Home Economics 2 Agricultural
Arts: Abiva Publishing House, Inc: Quezon City. 1991
Cheah Kok Kheong, at.al.; Modern Agriculture for Tropical Schools: Oxford
University Press: 1979
Mendiola, N. B.; Principles of Crop Production. United Circulation, Inc.:
Malabon, Rizal. 1959
Resource Manual on Integrated Production and Pest Management (IPPM) in
Vegetables: World Education (INGO) Philippines, Inc.; Laguna,
Philippines: March 2005
Reyes, P. L.; “Lecture Notes on Field Crop Production” GAUF., Victoneta Park,
Malabon, Metro Manila.
Rivera, Aquilino R.; Home and School Vegetable Gardening: Grace Printing,
Inc.: Laoag City. 1988
Ware, George W. and J.P. McCollum; Producing Vegetables Crops: Second Ed.,
Interlino Printing Co., Inc.: Quezon City 1977

19
LESSON 2

PERFORM IRRIGATION AND DRAINAGE PRACTICES

WHAT IS THIS LESSON ABOUT?

This lesson deals with the study of the importance of irrigation.

WHAT WILL YOU LEARN?

At the end of the lesson, you should be able to:

1. identify the importance of irrigation and drainage;

2. perform the kinds and methods of irrigation;
3. determine the causes of loss of irrigation water; and
4. develop the value of saving water through proper use of irrigation water.

20
LET US STUDY

Let us define

Irrigation – the application of water to the soil by any other means than
rainfall.
Field capacity – the amount of water held by the soil after gravitational water is
drained away.
Permanent wilting point – a level of moisture in the soil which is unavailable to
the plant.
Drainage – the removal of excess water from the soil
Evaporation – the loss of water in the soil in vapor form.
Transpiration – the loss of water from the leaves in the form of water vapor.
Seepage – the horizontal passage of water or sideward loss of water the soil.
Percolation – the vertical/downward movement and loss of water from the soil.
Benefits of irrigation

1. Irrigation is an insurance to drought.

2. It enables the growing of quick maturing crops.
3. It is a guarantee to the quick germination of seeds.
4. It is a means of securing early maturity on most crops.
5. It increases quality, attractive appearance and yield of crops.

Factors that Determine Water Deficiency for Irrigation Schedules

1. Based on soil water measurements. The level of soil water supply is

measured directly by soil sampling using the tensiometer, electrical
resistance block or gravimetry.
2. Based on evaporation rates. This needs evaporative devices. The
amount of moisture lost from the crop through transpiration is also
measured. The amount of water in the soil minus the amount
transpired, the amount to be added is the difference. This is the best
index for irrigation requirement.
3. Calculated irrigation schedules. This method necessitates knowledge
of the field capacity, permanent wilting percentage, bulk/specific gravity
and effective depth of rooting, all of which require measurement.
4. Temporary wilting. When water stress occurs in plant, cells lose
turgidity and plants show symptoms of wilting. Temporary wilting may
occur at mid-day when water demand reaches its climax, especially
during the hottest months of the year. Soil moisture may really be
adequate but transpiration may outpace water absorption. If this is,
plant will recover by evening. However, if plants wilt in the morning

21
 continuously for 3-4 days, water may indeed be lacking and the crop
must be irrigated immediately
5. Color of foliage. Not all plant show temporary wilting when water is
limited. Instead, their leaves turned yellowish as in beans and in some
cases bluish green as in eggplants, as the water in the soil gets lesser
and lesser. Color is an indicator of plant variety where there is nitrogen
supply so take this into account.
6. Rate of growth of the plants. If the rate of growth of the crop is
sluggish, water may not be enough.
7. “Feel of the soil”. Get samples from a depth where most of the roots
occur and try to feel the soil. This depends on the type of the soil.
Type of Irrigation is needed
soil
Sandy Appears to be dry, but does not form a ball when
squeezed
Loam Somewhat crumbly but holds together
Clayey Somewhat pliable, forms a ball, too dry to form ribbon
easily (ribbon is formed between thumb and forefinger)
8. Sand-cum-soil-mini plot technique. It involves digging thoroughly a
one cubic meter pit in one part of the field. Mix 5% sand to the soil
which has been dug and return it to the pit. Now the soil as reduced
water holding capacity. The crop including the test plot is planted as
usual. The plants in the test plot will start to wilt 2-3 days ahead of
those in the field. Irrigation must be done when wilting is observed in
the test plot.

Kinds of irrigation water

1. Surface irrigation. In this case water is applied over the surface of the
ground, either in furrows or by spreading it broadcast over the land
being irrigated. Water is conducted from the source to the points of
distribution either in open ditches or pipe lines. This kind of irrigation is
usually used in the Philippines for irrigating their rice fields.
2. Sub-irrigation. In this kind of irrigation the water is delivered to a
porous stratum of soil at proper depth. The moisture spreads to the plant
roots through this stratum.
3. Overhead or spray irrigation. In this case, water is put into the plants
in the form of very fine drops or spray or mist. In small scale, this
method is used like in nurseries where water is applied by means of
sprinklers, water hose with nozzles.

Methods of irrigation
1. Irrigation by hand. This requires hand labor. This system is used only
where a valuable crop can be grown in a small piece of land, as in school
and home gardens. Water is applied either early morning or late in the
afternoon.

22
 2. Irrigation by windmill. It is used for irrigating a fruit plantation or a
truck garden. This system furnishes a very satisfactory means of
pumping water in some localities in the Philippines. It works well in
sections along the seashores. One thing which we must bear in mind is
that where windmills are depended upon as a source of water, it is
advisable to have a considerable storage capacity so that there will be a
sufficient supply of water to last through periods of drought.
3. Irrigation by power machinery. Water pumps are set in the source of
water. Water is delivered to the field through water hose.

4. Irrigation by gravity. This is the cheapest and most common method of

obtaining water for irrigation. Ditch canals are dug from the source of
water like streams or rivers going to the field thus water is taken from
the river at an outlet that can be opened and shut down.
5. Drip irrigation. Water passes to small pipes that are directed to the
garden or field of crops. The water can be controlled by closing the
source of water.

Causes of loss of irrigation water

1. Over irrigation. A farmer should not use more water than his crop
needs. The amount of water needed by crops varies with the crop, and
a farmer should ascertain what amount is for each crop and how it is
best distributed among the different times of application.
2. Poor grading of land. When a piece of land to be irrigated is not
uniformly or properly graded, as for example, when certain spots are
high while others are low, or when there is hardly any grade at all to
allow movement of water by gravity, there will be loss of water.
3. Seepage is the horizontal passage of water from irrigation canal
through the surrounding ground. Loss of water by seepage is prevented
by lining the canal properly with a clay puddle.
4. Deep percolation. Percolation is the vertical downward movement of
water. Water which sinks much deeper than the roots of the plants is
wasted water. Skillful cultivation should prevent much loss of water
due to deep percolation.
5. Run-off at the ends of fields or furrows. To avoid waste of water in
the form of run offs, it is necessary to supervise carefully the irrigation
work so that only enough water is allowed to flow in the irrigation
furrows.
6. Direct evaporation. This refers to the loss of water from plant parts,
soil surface and even from bodies of water with the aid of sunlight.

23
Below is an example of irrigation by gravity

Drainage

Drainage is defined as the process of removing water from the soil in

order to increase its productivity.

Benefits derived from drainage

1. It improves the tilth of the soil.

2. It leads to the improvement of soil aeration.
3. It improves the temperature condition of the soil.
4. It increases availability of plant food.
5. It encourages multiplication and development of useful organisms in
the soil.
6. It increases benefits obtained from the use of fertilizers.

Systems of drainage

1. Surface drainage, also called open drainage

2. Under-surface drainage
3. Combination of surface and under surface drainage
4. Vertical drainage – the water runs more or less vertically through the
soil into a porous bed of sand or gravel beneath.

LET US REMEMBER

Vegetables, being succulent products by definition, are generally more

than 90% water. Thus, water determines the weight and yield of vegetables.
The quality of vegetable products may be traced directly or indirectly to
mismanagement of water supply in the production field.

24
A good proportion of investment in vegetable growing is allocated for water
management, whether or not it is in a traditional farm where water is applied
by manual labor or in an automated drip-irrigation system. Unlike field crops
that can be grown under rain fed condition, vegetables with few exceptions are
always irrigated, at least partially. It is every grower‟s utmost concern to use
irrigation water in the most efficient way. It is equally important to provide
adequate drainage facilities in the field because most vegetables cannot tolerate
prolonged waterlogged conditions.

LET US APPLY WHAT YOU HAVE LEARNED

In the previous lesson, you were required to prepare garden plots,

perform direct planting and transplanting of vegetable crops. In order that your
plants will maintain their growth, you have to fertilize and water them following
the recommended rate and method of applying the fertilizer and watering
schedules. In this connection, make a diary of activities to where you are going
to list down your farm activities. You can follow the format and example below.
If you wish to improve it, you may do so. Prepare your record for the teacher to
check.

Activities Date Expenditures Remarks

1. fertilizing June 15, 2008 1 kg urea (P25.00) 1 garden finished
2. watering

HOW MUCH HAVE YOU LEARNED?

Fill in the blanks with a word or group of words to complete the

sentence.

1. The application of water to the soil by any other means than rainfall is
__________
2. The opposite of irrigation is __________ which is the removal of excess
water from the field.
3. The method of irrigating a small piece of land like backyard and school
gardens is the __________
4. The cheapest and most common method of irrigating the field where a
ditch canal is dug from the source (stream or river) going to the field is
called __________.
5. When irrigation water is supplied to the field with the use of engines
(water pump) to irrigate the field, the method used is called __________

25
RESOURCES

sprinkler
pail and dipper
water pump
shovel
spade
crowbar
water hose/irrigation hose

REFERENCES

Asuncion, Jr. Ramon G.; Elementary Agriculture: Saint Mary‟s Publishing:

1983.
Asuncion, Jr. Ramon G.; Introduction to Tropical Crop Production: First
Edition Saint Mary‟s Publishing. 1976.
Asuncion, Jr. Ramon G. and Castro, U. D.; Producing Quality Seeds the Easy
Way: Saint Mary‟s Publishing: Sta Cruz, Manila. 1977.
Asuncion, Jr. Ramon. D. et.al.; Technology and Home Economics 1
Agricultural Arts: Abiva Publishing House, Inc.: Quezon City. 1991
Asuncion, Jr. Ramon D. at.al.: Technology and Home Economics 2 Agricultural
Arts: Abiva Publishing House, Inc: Quezon City. 1991
Cheah Kok Kheong, at.al.; Modern Agriculture for Tropical Schools: Oxford
University Press: 1979
Mendiola, N. B.; Principles of Crop Production. United Circulation, Inc.:
Malabon, Rizal. 1959
Resource Manual on Integrated Production and Pest Management (IPPM) in
Vegetables: World Education (INGO) Philippines, Inc.; Laguna,
Philippines: March 2005
Reyes, P. L.; “Lecture Notes on Field Crop Production” GAUF., Victoneta Park,
Malabon, Metro Manila.
Rivera, Aquilino R.; Home and School Vegetable Gardening: Grace Printing,
Inc.: Laoag City. 1988
Ware, George W. and J.P. McCollum; Producing Vegetables Crops: Second Ed.,
Interlino Printing Co., Inc.: Quezon City 1977

26
LESSON 3

PRACTICE WEEDING AND CULTIVATION

WHAT IS THIS LESSON ABOUT?

This lesson deals with weeding and cultivation. It includes the

importance of weeding and cultivating, the tools used, and the methods
employed in these farm operations to maintain the growth of plants.

WHAT WILL YOU LEARN?

At the end of the lesson, you should be able to:

1. recognize the importance of weeding and cultivating;

2. identify the types of weeds and the methods of controlling them;
3. perform weeding and cultivating using appropriate tools and implements;
and
4. recognize the value of cleanliness and sanitation.

27
LET US STUDY

Let us define

Weeds – plants, whether wild or cultivated which are growing in a place where
they are not wanted
Weeding – removing the weeds which a crop grower has to do repeatedly after
planting and before harvesting his crop
Cultivation – the process of loosening or breaking up the soil about growing
crops or plants in order to maintain it in condition favorable for their
growth
Soil tilth – the coarseness or fineness of the soil
Hilling up – a kind of cultivation by bringing the soil towards the base of the
plant to cover fertilizer and control weeds

Man‟s attitude toward the so-called weeds is more or less the same as his
attitude towards so-called harmful insects.

Weed control is killing or limiting the growth of plants in places where

they are not wanted, usually for economic, health, or aesthetic reasons. Weeds
play an important role in nature by rebuilding soil that has been disturbed by
bulldozers, fire, or flood, but in many areas weeds compete with more desirable
plants for available light, water, and nutrients. Weeds are exceptionally tough
plants and are able to reproduce aggressively. They often produce great
quantities of seed, for example, or disperse seed over a large area. Or they may
quickly reproduce by sending out far-reaching stems above or below ground,
from which new weeds can sprout. As a result, they may quickly outnumber
other desired plants in an area.

Uncontrolled weed growth gives a variety of problems. On farms, weeds

significantly reduce the harvest, or yield, of a crop by depriving the plants of
light, moisture, and nutrients. Weed seeds mixed with grain, reduce the quality
of grain, and the presence of weeds in hay decreases its value. Weeds also
reduce yields by harboring insects and diseases that attack crops.

Why should we control weeds?

 Weeds cause decrease in crop production because they compete for

nutrients, moisture, light and space.
 Weeds increase labor and of production cost.
 Some weeds harbor plant pests which may affect plant growth and
yield.
 Weeds clog irrigation and drainage canals or ditches hampering flow of
water resulting to overflow and waste of water resources.
 Some weeds are injurious to man and animals.

28
  Weeds lower land value.
 Root of weeds interlace with roots of plants which makes cultivation
and weeding difficult.
 Weeds cause the wear and tear of farm implements or equipment.

Principles of weed control

To control weeds successfully, understand thoroughly their nature, life

history, habit of growth and their methods of natural reproduction.

 It is necessary to know if a weed is terrestrial or aquatic.

 It is necessary to know whether weeds are resistant to drought or to
water lodging or easily affected by these conditions.
 It is important to know if its method of reproduction is by seeds, by
underground vegetative parts, or both.

Types of weeds

I. Grasses. Grasses are monocotyledonous plants which have long, narrow,

two-ranked, usually flat leaves with parallel veins and round, hallow
stems. The common examples of grassy weeds are:

1. Echinochloa crusgali (L. Beauv.)

Local names:
Philippines Dayakibok
Tagalog Dauadaua
Bicol Lagtom
Japan Inubie
2. Echinocloa colunum
Local names:
Philippines Bulang tiribuhan
Tagalog Bulang tiribuhan
Ilocano Dalakayang, Dakayan
Thailand Thai-Yak Nok Sri Champu

II. Sedges. Sedges are similar to grasses but have three-ranked leaves and
triangular solid stems. They frequently have modified rhizomes for
storage and propagation.
Examples:
1. Fimbristylis littoralis Gaud.
Local names:
Tagalog Ubod-ubod
Pangasinan Gumi
Ilocano Siraw-siraw

29
 2. Cyperus iria Linn.
Local names:
Philippines Alinang, sud-sud
Tagalog Taga-t
Japan Kogome-gayatsuri

III. Broadleaved weeds are dicotyledonous plants with net-veined leaves.

Examples:
1. Monocharia vaginalis Presl.
Local names:
Philippines Gabing uwak
Tagalog Biga-bigaan
Ilocano Bil-lagut
Bicol Upiupi
2. Sphenoclea zeylanica Gaertu.
Local names:
Philippines Dilang butiki
Tagalog Silisilihan
Visaya Mais-mais

Grass Sedge Broadleaved weed

Methods of controlling weeds

1. MECHANICAL METHODS
Weeds are controlled mechanically by:
1. uprooting the weeds
2. cutting
3. flooding or by drying the ground
4. burning
5. Smothering. This is done by depriving the weeds of complete sunlight.
6. tillage

30
 Mechanical Weed control
A cultivator is a machine used for mechanical
weed control. It is dragged behind a tractor and
dislodges weeds by breaking up the surface of the
soil with teeth or hoes.

II CROPPING AND COMPETITION METHODS:

1. Thorough land preparation.

2. Crop rotation. Different crops are planted in succession on a piece of
land so as to prevent the exhaustion of any particular food from the soil.
3. Cover cropping. Legumes like centrosema, calopogonium, and others are
grown to areas planted with permanent crops.
4. Intercropping. Two or more crops are grown in an alternate order.
5. Catch cropping. Crops are grown in between permanent crops.

One weed control technique involves managing plants so that weeds have
a difficult time to grow. A farmer or gardener may grow a smother crop, a crop
of closely spaced plants such as squash or sweet potato for example, before
planting the desired crop. The smother crop prevents weeds from receiving
light, water, and nutrients they require, minimizing their competition with the
desired crop. Another cultural control is to rotate crops by growing a different
crop in the same area every year for three or four years. In this method, a weed
that thrives with one crop will not survive with the next one.

III. BIOLOGICAL METHODS

1. Use of clean seeds for planting

2. Use disease-free seeds
3. By pasturing
4. By mulching

Biological Weed Control

Biological control of weeds is carried out by a bioherbicide, a virus, bacterium,
fungus, insect, or other organisms that can weaken or kill weeds. Shown here
are bacteria being cultured in a laboratory petri dish prior to release into a
target weed area. Extensive testing must be carried out to ensure that the
bioherbicide does not damage desirable plants. The flowerhead weevil insect,
for example, was imported from Europe in the 1970s before adequate testing
was done. Designed to kill the milk thistle weed, it has recently attacked native
thistle species in the western United States.

31
IV. CHEMICAL METHOD (Use of herbicides). This method employs the use of
herbicides in controlling weeds. Chemicals are basically poison. When they are
not affected properly, they may harm lives of beneficial insects, animals and
including man. This method then is not environmentally friendly.

Weed control or pollution?

Cultivation

Cultivation is a tillage operation of loosening or breaking up the soil

about growing crops or plants in order to maintain it in condition favorable for
their growth.

Cultivation is especially necessary in the case of annual crops. With

permanent plants, the ground may be cultivated. In this case we can say clean
culture is practiced, but it should really be grown to cover crops in order to
protect the soil from erosion.

Benefits of cultivation:

1. Cultivation aerates the soil to facilitate the respiration of plant roots and
micro-organisms as well as to supply nitrogen for nitrogen-fixing
organisms.
2. It makes the top soil loose to increase its capacity to absorb water.
3. It kills the weeds, the chief plant competitor.

Methods of cultivation:

 Off-barring. The soil is cultivated away from the plants.

 Hilling-up. The soil is brought toward the base of the plant to cover
fertilizer and control weeds.

32
Objectives of cultivation:

1. Destroy the weeds.

2. Conserve soil moisture.
3. Help conserve food materials in the soil.
It is generally known, however, that when cultivation kills weeds,
moisture is conserved because dead weeds have no more chance to use
the soil moisture as well as food nutrients in the soil.
4. Improve aeration of the soil. During rainy season, the soil lacks air
because spaces in between soil particles are filled with water. If you drain
the soil the soil air can circulate in between soil particles. Cultivation
also creates more spaces between soil particles to accommodate air.

Frequency of cultivation

The ideal way of taking care of an annual crop like vegetables is to keep
the field free from weeds and the soil in excellent tilth all the time through
cultivation. This is usually done in gardening and so when a field receives
about the same amount of attention, we often say we “garden” the field. By this
we simply mean we give the field a very intensive care just as we generally do to
a garden.

Usually, however, we cultivate as many times as we can to keep the

weeds down and prevent them from existing in abundance.

Depth of cultivation

As a rule, cultivation should be at a depth of about 5 centimeters. It

should be deep to kill weeds. It is not advisable to cultivate deeper than it is
necessary to kill the weeds because the roots of the cultivated plants may be
injured. The depth varies according to crops.

Time of cultivation

Cultivation is done after planting and before the crops cover the ground.
Since cultivation is actually a process of working the soil, the rules governing
plowing with reference to the condition of the soil should apply to cultivation.

Below is the time table when to hill up the following vegetable crops.
Beans and peas 2-3 weeks after planting
Eggplant 2-3 weeks after planting
Pepper 2-3 weeks after planting
8-10 cm tall or approximately 30 days after
Potato
planting
Lettuce 2-3 weeks after transplanting

33
 Chinese cabbage 2-3 weeks after transplanting
Celery 2-3 weeks after transplanting
Carrots 30 days after transplanting
Cabbage 2-3 weeks after transplanting
Cauliflower and
25-30 days after transplanting
broccoli
Tomato 2-3 weeks after transplanting

Tools/implements/equipment for cultivation

The tools/implements and equipment maybe grouped into garden

trowels, hoes and cultivators. Cultivators are either pushed by man or drawn
by animals and tractors.

A. Garden trowels. These are the simplest tools for cultivation. Trowels are
used in gardening where the ground is taken cared of intensively and the
scale of the work does not demand the use of larger implements.
B. Hoes. Next in simplicity among implements for cultivation is a hoe. Hoes are
specially adapted for use on land where animal drawn cultivators can not
be used, and for cultivating spaces between plants in the row that can
not be reached by other cultivators.
C. Cultivators. A cultivator is an implement used for cultivation and consists
usually of a frame to which shares are attached. Cultivators may be
either propelled by hand or drawn animals, tractor or cable.
 Hand cultivators. Cultivators which are used with hand power are
usually called hand cultivators.
 Animal drawn cultivators. The use of animal drawn cultivators is
preferred than hand machinery because they are more economical to
operate.
 Tractor cultivators. These type of cultivators are not used in the
culture of annuals or crops which require fairly close distancing since
the tractors need a good deal of free space for passage.

LET US REMEMBER

Tips in successful weed control and cultivation

 Prepare your field thoroughly.

 Use seeds free from weed seeds.
 Get acquainted with the nature, life history and habits of the weeds
found in your farm.
 Cultivate and weed your field thoroughly using such weeding implements
because they are not only efficient but are also convenient to use.

34
  In hand weeding, be sure the weeds are completely pulled out instead of
merely being cut.
 Practice crop rotation whenever possible and advisable.
 Do not allow weed plants to produce seeds. Kill them before they have a
chance to reproduce.
 Do not leave weed piles, especially of weed plants which reproduce new
plants. They should be put in a compost pit or be burned.
 Weed control is the most important function of cultivation; therefore, the
work should be done at the time most favorable for killing weeds. The
best time is before the weeds have become established.
 Cultivation should be done as often as necessary to prevent weeds from
injuring the crops and this is done when conditions are favorable.
 Shallow cultivation is preferable than deep cultivation so as not to injure
the root system of the plants.

WHAT HAVE YOU LEARNED?

A. TRUE OR FALSE: Write TRUE if the statement is correct and FALSE if it

is wrong. Write your answers in your test notebook.
1. All weeds are harmful.
2. Weeds are not hosts of insect pests which may affect the growth and
yield of plants.
3. In order to control weeds successfully, it is important to know their
nature, habit and growth and their methods of natural reproduction.
4. In cultivation you don‟t only break the soil but also control the
growth of weed.
5. Cultivation aerates the soil.

B. FILLING THE BLANKS: Fill in the blanks with a word or group of words
to complete the sentences. Write tour answers in your test notebook.
1. ___________ is the operation of cultivating the soil towards the base of
the plants.
2. As a rule, cultivation should be done at a depth of _________
centimeters.
3. The simplest tools for cultivation is the ______________.
4. A ________________ is a machine used for mechanical weed control
which is dragged behind a tractor and dislodges weeds by breaking up
the surface of the soil with teeth and hoes.
5. ___________are weeds that are monocotyledenous plants which have
long, narrow two-ranked flat leaves and round hallow stems.

35
LET US APPLY WHAT YOU HAVE LEARNED

1. In your own vegetable gardens which I let you prepare before and which
you already have planted your vegetable crops, perform weeding and
cultivation following the knowledge and skills you have learned in your
lesson. Include weeding and cultivation operations in your diary of
activities which I required you to prepare.
2. Write a short report of about 100 words on how you practiced weeding
and cultivation. Include in your report how you felt about your work.
3. Why is there a need to practice cleanliness and sanitation in your
vegetable garden?

RESOURCES
herbicides
sprayer
personal protective equipment (PPE)
hand trowel
plow
shovel
grub hoe

REFERENCES
Asuncion, Jr. Ramon G.; Elementary Agriculture: Saint Mary‟s Publishing:
1983.
Asuncion, Jr. Ramon G.; Introduction to Tropical Crop Production: First
Edition Saint Mary‟s Publishing. 1976.
Asuncion, Jr. Ramon G. and Castro, U. D.; Producing Quality Seeds the Easy
Way: Saint Mary‟s Publishing: Sta Cruz, Manila. 1977.
Asuncion, Jr. Ramon. D. et.al.; Technology and Home Economics 1
Agricultural Arts: Abiva Publishing House, Inc.: Quezon City. 1991
Asuncion, Jr. Ramon D. at.al.: Technology and Home Economics 2 Agricultural
Arts: Abiva Publishing House, Inc: Quezon City. 1991
Cheah Kok Kheong, at.al.; Modern Agriculture for Tropical Schools: Oxford
University Press: 1979
Mendiola, N. B.; Principles of Crop Production. United Circulation, Inc.:
Malabon, Rizal. 1959
Resource Manual on Integrated Production and Pest Management (IPPM) in
Vegetables: World Education (INGO) Philippines, Inc.; Laguna,
Philippines: March 2005
Reyes, P. L.; “Lecture Notes on Field Crop Production” GAUF., Victoneta Park,
Malabon, Metro Manila.
Rivera, Aquilino R.; Home and School Vegetable Gardening: Grace Printing,
Inc.: Laoag City. 1988
Ware, George W. and J.P. McCollum; Producing Vegetables Crops: Second Ed.,
Interlino Printing Co., Inc.: Quezon City 1977

36
LESSON 4

PRACTICE PROPER CONTROL OF INSECT PESTS AND DISEASES

WHAT IS THIS LESSON ABOUT?

This lesson focuses on the control of insect pests and diseases of

vegetable crops.

WHAT WILL YOU LEARN?

At the end of the lesson, you should be able to:

1. get familiar with insects and their characteristics;

2. discuss the importance of pest control;
3. identify the factors to consider in controlling insect pests and diseases;
4. perform the methods of controlling insect pests and diseases; and
5. appreciate quality vegetable.

LET US STUDY

Let us define

Insect – a small invertebrate animal with three pairs of legs and usually with
wings. It has three clearly marked body regions: head, thorax and
abdomen.
Disease – an abnormal condition that injures the plant or causes it to function
improperly. A disease is any disturbance that interferes with the normal
structure (e.g. height, tillers, leaves), function (e.g. reduced vigor, early
death), and economic value (e.g. reduced yield, poor quality produce) of
the plant (host) .
Symptom – the physical expression of a change in the appearance and function
of the plant
Signs – visible presence of the pathogen
Pathogen – a causal agent of a disease. Pathogen in the broader sense, is any
agent that causes a disease. However, the term is generally used to refer
to a living organism, such as fungus, bacteria and virus.
Pesticides – a broad term that describes all products used to control insects,
diseases, weeds, fungi and other “pests” on plants, animals and in
buildings
Susceptible – easily affected or capable of being influenced
Virulent – noxious, poisonous, infective or malignant
Vector – the transmitter or carrier of a disease

37
 Vegetables are susceptible to injury and damage caused by insect pests
which can occur at the same time with other pests. A vegetable grower must be
able to control these pests effectively in order to have profitable crop.

Insects and their characteristics

Many different kinds of insects visit a garden. Some can be harmful, but
most are helpful.

Insects play an important role in nature as predators, parasites,

scavengers, and as prey. Many are plant or animal pests and disease carriers.
Others are useful in pollinating crops and some produce useful substances,
such as honey, beeswax and silk.
 One of the enemies of farmers are insect pests that damage their
crops resulting to great loss of income due to low quality and quantity
of products.
 It is very important to study the insects‟ growth and development,
their characteristics and when and how they damage crops. This will
help the farmers apply strategies to control them.

The insect

All insects have 3 pairs of legs and 3 body divisions (head, thorax and
abdomen). A hard outer covering protects the insect‟s body. This covering is
called an exoskeleton.

38
How does an insect grow?

An insect begins its life as an egg and changes its appearance as it

grows. This is the process of metamorphosis.
A small number of insects give live birth to their young, but for most
insects, life starts inside the egg. Insects‟ eggs are protected by hard shells, and
although they are tiny and inconspicuous, they are often laid in vast numbers.
A female house fly for example may lay more than 1,000 eggs in a two-week
period.

The Egg

The larval stage of an insect is the most destructive stage. Most damage
is done to crops at this stage. The larvae grow from almost microscopic size
when hatched. Larvae are ravenous eaters. When full size has been attained,
the larvae either spin a cocoon or build a shell around themselves and go to a
resting stage.

The Pupa

The pupa is the rest period of the

insect. The pupa develops into adult.

“One day, a small opening appeared

in a cocoon; a man sat and watched
for the butterfly for several hours as
it struggled to force its body through
that little hole.”

39
The adult

A mature adult emerges from the

pupa. At this stage, the adult insect
will lay eggs again to continue the
cycle.

The Life Cycle of an Insect (Complete Metamorphosis)

In other insects, such as grasshoppers and aphids, the young insect (nymph)
looks like the parent when it is hatched. It sheds its exoskeleton several times
as it grows.

40
Ways on how insects damage plants
1.) by chewing
Insects feed by chewing some portions of the
plant like leaves, stems, flower, and fruits. They have
horn-like jaws which they use for biting and
chewing. Grasshoppers, caterpillars, grubs, and
beetles are examples of these insects.

2.) by sucking
Insects also nourish themselves by sucking,
plant juices and nectar. These have sharp, slender,
hollow beaks which they insert under the surface of
plants to suck their juices. San Jose scales, aphids,
plant lies, squash bugs, and other tree bugs are
sucking insects.

3.)by lapping

Mouth parts of these insects enable them to lap or lick liquids from the
outer surfaces of objects on which they feed. Apple maggots and cherry fruit
flies are examples of lapping insects.

Methods of controlling insects

A. Applied Control. This is a measure to destroy insects. Agriculturists

have found the following methods effective.
I. Chemical Control – This refers to the destruction of insect pests
through the use of chemicals, such as pesticides and insecticides. This
method is not environmentally friendly in the sense that it may kill other
beneficial insects and offer harm to other living things like animals and
men.

a. Insecticides. These are substances that kill insects by their chemical

action.
1. Stomach poisons are spray, dust, or dips that kill the insect when
they are swallowed.
2. Contact poisons are spray, dust or dips that kill the insect with out
being swallowed.
3. Fumigants are chemicals in the form of gas to kill insects usually
applied in an enclosure of some kind.

b. Auxiliary, synergistic or supplemental substances are materials added

to spray or dusts which are not primarily toxicant but which make the
insecticide cover more economically; stick or adhere better to plants;
spread over foliage, fruits, or the bark, or the bodies of the insects

41
 more quickly or completely; bring insecticidal substances into
solution or emulsions; mask distasteful or repellent properties of
insecticides or activate the chemical action of the toxicant.

Examples:
 Carriers such as water in a spray, talc in a dust, or bran in poison
bait.
 Emulsifiers such as flours, calcium and blood albumen.
 Stickers such as lime, resin and glues.
 Spreaders like wetting agents and detergents
 Stabilizers such as caustic soda, glue, gelatin

c. Attractants or attrahents. These are substances used in poison baits,

spray or dust to induce the insects to eat the poisoned materials or to
lure insects into traps.
d. Repellants are substances that keep insects away from crops and
animals because of their offensive appearance, odor or taste.
II. Mechanical and Physical Control. These are special operations that
kill insects by physical and mechanical action. Mechanical measures
refer to the operation of machinery or application of manual operations.
This is done through the following ways.
a. manipulation of water or humidity ( draining, dehydrating or flooding
the breeding media)
b. manipulation of temperature like burning
c. use of electric shock
d. use of light and other radiant energy
e. use of sound waves.

III. Cultural Control or Use of Farm Practices. Regular farm operations

performed so as to destroy insects or prevent their injuries.
a. Crop rotation
b. Tilling of the soil
c. Variations in the time or method of planting or harvesting
d. Destruction of crop residues, weeds, volunteer plants, and trash
e. Use of resistant varieties
f. Pruning, thinning
g. Fertilizing and stimulating vigorous growth

IV. Biological Control. This is the introduction, encouragement and

artificial increase of predaceous and parasitic insects.
a. Protection and encouragement of insectivorous birds and other
animals.
b. The use of growing plants to destroy, repel or prevent damage by
insects.

42
 V. Legal Control. This is the eradication of insects by controlling human
activities.
a. Inspection and quarantine laws prevent the introduction of new pests
from foreign countries or their spread within a country.
b. Introduction of laws enforce the application of control measures such
as spraying, the cleaning up of crop residues, fumigation and
eradication measures.
c. Insecticide laws govern the manufacture and sale and to prevent the
adulteration and misbranding of insecticides.
d. Poison residue laws fix the tolerance of various insecticides upon food
products offered for sale or transportation.

B. Natural Control. All the measures that destroy or check insects do not
depend upon man for their continuance or success and can not be greatly
influenced by man.
1. Climatic factor such as rainfall, sunshine, cold, heat and wind.
2. Topography factors such as rivers, lakes, mountains, type of soil, other
characteristics of the country that serve as barriers.
3. Predators and parasites including insects, birds, reptiles, mammals.

Insect Pests of Vegetable Crops

1. Aphids
Family: Aphididae
Plants attacked: Most vegetables
Type of damage: Aphids suck plants juices,
may inject toxins into the plant, secrete a
sticky substance called “honeydew,” or
transmit certain plant viruses.
Remember: Aphids are usually found in
colonies on the underside of leaves. They
may be winged but are usually wingless.
Aphids are capable of rapidly increasing in
numbers. Lady beetles and lacewings are
effective predators of aphids.

43
2. White Grubs
Family: Scarabaeidae
Plants attacked: Most vegetables
Type of damage: Grubs feed on the roots or
other underground parts of most
vegetables. Damage typically consists of
surface scars and round gouges.
Characteristics: Grubs are mostly a problem
in fields following sod. Weedy gardens are
also attractive to ovipositing beetles.

3. Cutworms
Family: Noctuidae
Plants attacked: Nearly all vegetables
Types of damage: The most common damage
appears in young plants cut off at the soil
surface. Cutworms may also climb the
plant and feed on foliage and fruit.
Remember: Damage can be reduced by
keeping gardens free of weeds before and
after vegetables are planted.

4. Tarnished Plant Bug

Lygus lineolaris
Family: Mirdae
Plants attacked: Beet, celery, bean, potato,
cabbage, cauliflower, cucumber.
Type of damage: Tarnished plant bugs suck
plant juices and may inject toxic saliva
into the plant. Leaves may become
deformed, stems and petioles may be
scarred and discolored, or the buds and
developing fruit may be dwarfed and
pitted.
Remember: Tarnished plant bugs become
active very early in the season and are
capable of migrating to find preferred host
plants.

44
5. Striped Blister Beetle
Epicauta vittata
Family: Meloidae
Plants attacked: Many vegetables
Type of damage: Adults feed ravenously on
foliage
Remember: This general feeder readily moves
from plant to plant. The beetles can be
picked off the foliage. However, they
contain oil that can blister the skin if they
are accidentally crushed. The larvae of
blister beetles are beneficial because they
feed on grasshopper eggs in the soil.

6. Wireworms
Family: Elateridae
Plants attacked: Many vegetables
Types of damage: Wireworms feed on seeds
and seedlings of corn, bean, and pea. They
also cause wilting and often death of the
plant. Wireworms feed on the marketable
portions of potato, sweet potato, radish,
carrot, rutabaga, and turnip. Wireworms
also attack the roots of cabbage,
cucumber, tomato, onion, watermelon, and
other crops thus, reducing vigor or killing
the plants.
Remember: Some species are more serious in
garden that is recently sodden. Wireworms
can be detected with baits (grain or potato)
buried underground before planting.

45
7. Cabbage Looper
Trichoplusia ni
Family: Noctuidae
Plants attacked: Cabbage, cauliflower,
broccoli, radish, collard, mustard, kale,
lettuce, celery, spinach, beet, pea, potato,
and tomato.
Type of damage: Same as imported cabbage
worm.
Remember: Effects of Cabbage loopers are
usually more serious in the fall. They
should be controlled when they are still
small because the large loopers are
difficult to control. They crawl in a looping
fashion- “inchworm.”
8. Diamondback Moth
Plutella xylostella
Plants attacked: Cabbage, cauliflower,
broccoli, radish, mustard
Type of damage: Larvae eat many small
holes on underside of leaves, giving plant a
shot-hole appearance. Some feeding does
not go entirely through the leaf.

9. Colorado Potato Beetle

Leptinotarsa decemlineata
Family: Chrysomelidae
Plants attacked: Potato, tomato, eggplant,
pepper
Type of damage: Adults and larvae feed on
leaves and terminals, causing reduced
growth or death of the plant.
Remember: Damage can be reduced by fall
tillage and elimination of culls and
volunteer potato plants. Applying 4-6
inches of straw much just after hilling will
reduce potato beetle damage.

46
10. Hornworms
Manduca spp.
Family: Sphingidae
Plants attacked: Tomato, potato, pepper,
eggplant
Type of damage: The tomato and tobacco
hornworms consume large amounts of
green foliage and sometimes fruit.
Comments: Easily detected through presence
of droppings resembling those produced by
rabbits. Can be controlled in home gardens
by hand picking. Many hornworms are
killed by parasites on the hornworm‟s
body.
11. Corn earworm or Tomato Fruitworm
Helicoverpa zea
Family: Noctuidae
Plants attacked: Many, including corn,
tomato, bean, pepper, okra, eggplant
Type of damage: Corn earworms feed on the
marketable portion of each vegetable crop
that it attacks, often making them
unusable.
Remember: Home gardens may wish to cut
the damaged tips off sweet corn ears or
plant extra to compensate for losses.

47
12. Striped Cucumber Beetle
Acalymma vittatum
Family: Chrysomelidae
Plants attack: Cucurbits (cucumber, squash,
gourd, watermelon)
Type of damage: Larvae feed on roots and
underground stems. Adults may destroy
newly emerged plants. On older plants,
beetles feed on leaves, shoots, and stems.
The beetles transmit a bacterium that
causes bacterial wilt to cucumber and
cantaloupe.
Remember: Only a short period of feeding is
necessary to transmit the bacterium, so
plants must be protected from beetle
feeding, Protecting plants with row covers
before bloom will prevent beetle feeding
and disease transmission, but be sure to
remove them when flowers appear.
13. Spotted Cucumber Beetle
Diabrotica undecimpunctata howardi
Family: Chrysomelidae
Plants attacked: Cucurbits, bean, pea,
potato, beet, asparagus, eggplant, tomato,
corn, cabbage
Type of damage: Larvae feed on roots of corn,
beans, alfalfa, and many grasses. Adults
feed on foliage and also transmit bacterial
wit of cucurbits to cucumber and
cantaloupe.

14. Bean Leaf Beetle

Cerotoma trifurcate
Family: Chrydomelidae
Plants attacked: Bean, pea, soybean
Type of damage: Larvae feed on roots,
nodules, and underground portions of the
stem. Adults feed on stems of seedlings
and chew round holes in leaves and pods.
Remember: Plants can usually tolerate a
considerable amount of leaf feeding.

48
The plant disease

A plant disease can be identified or diagnosed through the

characteristic/s or seen by manifestation of diseased (symptoms) and the
presence of visible structures (signs) produced by the pathogen.

The causal agent (pathogen) may be either a living agent (biotic) or

nonliving agent (abiotic). Biotic agents have the ability to enter and colonize
plant parts and other plants. When disease increases rapidly in a large plant
population over time, a serious outbreak occurs (epidemic).

The disease triangle

Disease is the result of the

interactions between a pathogen and environment
a host in a pathogen and a host in a
favorable environment. A disease
generally occurs because the host is
susceptible, the pathogen is virulent,
and the environment is conducive for
the disease to grow.
pathogen host

Environmental factors that cause diseases:

 Temperature. Bacteria grow rapidly at high temperature. Most insects

are active and multiply rapidly in warm temperature.
 Moisture. High moisture content enhances high germination rate of
fungal spores, affects bacteria in entering into plant tissue cells, and
increases fungal spores in number.
 Wind. Wind disperses fungal spores over distance. Strong winds damage
plant tissues, creating entry points for bacteria. Light wind current is
favorable for insects‟ movement.

Common causes of plant disease

A. Non-living factors (Abiotic)

 Non-living factors do not spread from disease-infected plants to
healthy plants.
 They can be recognized only through their symptoms.
Examples:
Drying of leaves is due to lack of moisture or due to chemical burn.
Yellowing of leaves is due to nutrient deficiency.
 They can be avoided by providing nitrogen.

49
 B. Living (Biotic) factors:
 A disease may be caused by organisms that spread disease to healthy
plants.
 The organisms are very small.
 Can be recognized by symptoms and signs
 Can be managed by destroying or removing the parasitic agent and
reducing the number of pathogen and infection rate.

Symptoms and Signs

A symptom is the physical expression of change in the appearance and

function of the plant.
Examples: blights, rots, cankers, gall, necrosis, and spots.

A sign is the visible presence of the pathogen such as a fruiting body or

as a discharge associated with the disease.
Examples: conks, mycelia, ooze

Controlling vegetable diseases

As with insect control, disease control is an important phase of vegetable

production. Disease control measures begin before the disease is observed in
the field. In contrast, measures for controlling insects are usually withheld
until insects or their damage is observed.
The aims and methods in the control of plant diseases are primarily
preventive and secondarily curative.
Disease control begins with soil sterilization and seed treatment and
continues with applications of fungicides, bactericides or depending upon the
causal organism.

Different treatments to control vegetable diseases:

1. Soil treatment
 Using steam or dry heat
 Drenching the soil with formaldehyde solution.
 Dusting with fungicides
 Fumigating the soil.

2. Seed treatment
 Dusting with ceresin, arasan or semesan
 Soaking in liquid fungicide
 Using hot water treatment

3. Vegetative treatment. This is done either by spraying or dusting with

various fungicides.

50
4. Adapting cultural practices that control or minimize plant diseases:
 Cultivating and weeding the area with growing plants
 Keeping the insects under control
 Keeping the [plants vigorous with proper irrigation and fertility
 Planting resistant varieties
 Burning or burying all infected parts and refuse
 Removing the vegetables immediately after harvest
 Employing crop rotation
 Providing good drainage

To control plant diseases, various means and methods are used.

The use of these means and methods are based upon five fundamental
principles, namely; exclusion, eradication or extermination, inhibition,
protection and production of resistant varieties.

a. Exclusion. Exclusion aims to keep the causes of the disease from

entering and stabling itself in an uninfected country or locality. The
measures used are inspection and quarantine. Inspection is done by
examining the suspected plants or plant products for traces of
dangerous pathogen so that if such are found the plants may be
treated.
b. Eradication or extermination. This may consist of several
processes which are listed below.
 Sorting – this is done by screening, winnowing, and seed
preparation by specific gravity, hand picking and selecting
disease-free seeds or cuttings. This is applied to seeds, nursery
and other plants and plant parts used for propagation.
 Roguing - The diseased materials are picked and eliminated,
burned or buried in the soil to avoid the spread of the disease.
 Removal of disease-infected parts – An example of this process is
the cutting out of the infected portions of the plant.
 Removal of alternate or weed hosts.
 Removal of debris – Certain disease causing organisms, for
example the Phytopthora disease of eggplant, are found in
debris. For this reason it is necessary to practice cleanliness in
the farm. Plant materials bearing diseases should be burned or
buried deep in the ground.
 Cultivation – the mechanical treatment of the soil can destroy the
dormant stages of the pathogen or its weed host.
 Crop rotation – The object of this method is to starve the pathogen
in the soil by withholding its host, or host from the previous
crops for several planting seasons.
 Disinfection – the operation of directly killing the pathogen while it
is on its host or in the environment of the host. This method is

51
 used in tubers, seeds, soil, storage roosts, etc. It is maybe done
by heat, or with the use of poisonous substances; fungicidal
solution, and formaldehyde.
c. Inhibition or the modification of environment. The aim of this
method of control is to hold the pathogen in check by controlling or
modifying certain surrounding environmental conditions. For
example, damping off in nurseries is controlled by exposing the
attacked seedlings to the sun and keeping them in a drier
atmosphere.
d. Protection. The aim of this method is to place effective barriers
between the susceptible part of the plant and the pathogen in order to
prevent infection. Examples of this method are:
 Creation of wind breaks
 Selection of sheltered places protected from wind-borne inoculums
 Bagging protects the fruits from parasite-bearing insects coming in
contact with plants.
e. Chemical control like spraying of liquid fungicides, or dusting
using a fungicide in powder form or dust is applied to the plants.

Common Diseases of Vegetables

Problem Symptoms and Sign Management

Damping off  Damping-off is essentially ● The fungi that cause
Phytium sp. these seedling diseases
a seedling disease.
Fusarium sp. are soil inhabitants. To
Rhizoctoni sp. Infected plant shows soft- reduce plant losses,
Phytophora sp girdled, rotted stem near sterilize soil for growing
the soil line causing seedlings; use healthy
Hosts: seeds dressed with
Crucifers young seedlings to topple fungicide; locate nursery
Solanaceous down. Symptoms are beds on well-drained
Legumes brown, water-soaked sites; and keep beds well-
Cucurbits ventilated
areas around the lesion
that shrivel and pinch the
seedling off the base.
● The dry rot is usually
limited to the outer part of
the stem and infected plant
may fall down or may
remain more or less
upright. Infected plants
remain under developed
and usually die.

52
Bacterial wilt  Sudden wilting of leaves  Since the bacterium is
Ralstonia
and death of the entire soil-borne, soil treatment
Solanacearum
Pseudomonas plant unaccompanied by is effective in controlling
Solanacearum any yellowing or spotting this disease. Hot water
of leaves. treatment of seeds at
Hosts:
Solanaceous  Brownish discoloration 50°C for 25 minutes
appears in vascular effectively reduces the
tissues of the basal part of bacteria that stick to
the stem. Also, roots are seeds.
formed on the stem. If the  Rotation of non-
stem is cut, milky white solanaceous crops;
exudes ooze out from the growing of seedlings in
vascular system after bacterial wilt-free beds;
suspended in water. In and planting of tomatoes
later stage of the disease, away from the land
decay of the pith cause previously infected with
extensive hollowing of the bacterium to prevent
stem infection from drainage
water are important in
the management of
bacterial wilt disease.
 Use of compost may
reduce bacterial wilt.
High organic matter in
the soil improves
conditions for
microorganisms
including antagonistic
organisms that may
work against Rhizoctonia
bacteria.

53
Downey  The disease appears as  Major control
mildew
yellow spots on the measures include the
Pseudoperono
s surface of the leaves with use of resistant varieties
Pora cubensis a purplish downy growth and crop rotation. Wider
(Berk and on the lower surface. spacing between plants
Curt)
Rostow These yellow spots may and planting sites with
soon turn reddish-brown good drainage and
Hosts: and eventually kill the ventilation also helps
Solanaceous
leaves. When infected check disease
Cucurbitacea
plants do not die, the development by
fruits may not mature, promoting good aeration
and the flavor is poor. and rapid drying of plant
surfaces.
 Use of clean seeds or
hot water treatment will
lessen the disease
development. Practice
sanitation and
destruction of plant
debris will likewise help
to eliminate the disease.
When seedlings show
symptoms of downy
mildew, try applying
some extra nitrogen.
Seedlings tend to
outgrow the disease if
they are top-dressed
with nitrogenous
fertilizer.

54
Fusarium wilt  The fungi may infect the  Seeds from healthy
Fusarium
plant at any age. Initial plants and treating the
oxysporum
symptoms are yellowing of seeds with hot water will
Hosts: the leaves near the base of help reduce the
Solanaceous the plant followed by incidence of this disease.
wilting. One or more Precautions must be
branches may be affected taken to reduce the
while others remain spread of infested soil on
symptomless. implements and workers
 As the disease progresses, during movement among
yellowing develops on the greenhouses and fields.
upper leaves. Affected  Rotation might help
leaves may sometimes dry limit the development of
up before wilting is new races of this
detected. The vascular persistent soil-borne
system of the affected pathogen. Do not apply
stem and petioles excessive fertilizer and
becomes brown and can use disease-resistant
be detected by cutting varieties.
them diagonally.

55
Powdery  Initial symptoms are  Treat seeds with hot
mildew
small, white powdery water before sowing.
Leveillula
taurica (Lev) spots that first appear on  The use of sprinkler
Arnaud the upper surface of the irrigation and fungicidal
Oidiopsis leaflets and soon become spray can help in
Taurica
Tepper evident on both surfaces. reducing the
 Affected tissues turn development of the
Hosts: yellow. In serious cases, disease.
Legumes
the mildew covers the
Parsley
solanaceous entire leaf until it shrivel
and dies. The disease
progresses from the older
to younger leaves. The
pathogen also affects
stem, petioles and floral
parts.

56
Bacterial Spot  Leaf lesions begin as  The bacterium can be
Xantomonas
water-soak, and circular seed-borne and persist
campestris pv.
vesicatoria to irregularly-shaped in crop debris and
spots that become weeds. Warm
Hosts: necrotic with brown temperatures, sprinkle
Crucifers
Cucurbits centers and chlorotic irrigation or heavy rains
borders. enhance the severity of
 More numerous on young the disease. Seed
than old leaves, lesions cleaning along with crop
are slightly sunken on the rotation, helps in the
upper leaf surface and prevention of disease
slightly raised on the outbreaks, while copper
lower surface. Lesions compound sprays reduce
sometimes coalesce and the rate of disease
severely infected leaves development.
turn yellow and drop.
 Fruit symptoms start as
water-soaked brown dots
and then become raised,
wart-like in appearance
surrounded by a lighter
halo. Narrow, elongated
lesions or streaks may
develop on stems.

57
Cercospora  Brown effuse patches  The pathogen survives
Leaf mold
under the leaf. The in diseased plants parts
Cercospora
fuligena corresponding upper where it produces spores
Roldan surfaces turn yellow and at the beginning of the
later brown. growing season. The
Hosts:
Cucurbits  In advanced infection, the application of fungicides
Legumes patches coalesce and and planting resistant
Cricifers become necrotic. Foliage varieties can reduce
of severely infected plants disease losses.
dries up and dies.
 Symptoms may also occur
on petioles and young
succulent stems, but have
not been reported on fruit.
 The disease progresses
from older to younger
leaves.
Tomato yellow  Yellowing and curling of  Control insect vector
Leaf Curl
the leaves and stunting. by using systemic
Virus
Transmitted Some varieties show insecticides like
by whitefly severe cupping and dimethoate, fenitrothion
(Bemisia curling of leaves while and fenthion.
tabaci)
some exhibit rosette type  Remove weeds; use
Hosts: of symptoms. barrier crops like maize
Tomato  Flowers are often aborted two months before
and wilted. Plants may be transplanting seedlings;
excessively branched and avoid planting
those that survive set very solanaceous and
little fruits. malvaceous plants near
tomatoes, roughing; and
use of resistant varieties.

58
Namamarako  Typical symptoms include  Sanitation or removing
(maleness)
wrinkling of leaves of weeds that serve as
NMK virus
transmitted followed by thickening of alternate host of the
by Aphis leaves, which become vector of the virus
gossypi and shiny or „plastic‟ in disease is one of the
Myzus
persicae appearance. Later older preventive measures for
leaves most often have this disease.
Hosts: yellow patches and the  Control of the insect
Cucurbits
number of female flowers vector is necessary to
is severely reduced. In limit the transfer of the
severe infection, plants disease. Proper fertilizer
could be stunted and management is also
sometimes, even male necessary to produce
flowers are hardly vigorous plants.
produced.
Phomopsis  Phomopsis is a fungal  The most effective
Fruit Rot
disease that is soil-borne. method or control is to
Hosts: It spreads with water collect infected fruits
Eggplant splashing from soil to and bury them. Keep
plants or from plant to field clean from rotting
plant with irrigation and fruits; dead leaves and
rain. branches, and weeds.
 The affected areas on  Keep fruits from
fruits are dark brown. touching the soil.
They grow rapidly and are Provide proper aeration
circular in pattern. The in the area.
infected fruits turn brown
and rot in a few days.

59
Pictures showing signs/symptoms of diseases of vegetable crops

Bacterial wilt of melon – Downy mildew of melon Downy mildew of luffa –

wilting plant – leaf symptoms leaf symptoms

Fusarium wilt of Cottony leak of Bacterial soft rot of

cucumber – yellowing cucumber – decaying cabbage – decay of core
and wilting plants fruit and fungal and internal head
mycelium tissue

Xanthomonas leaf spot Bacterial soft rot – Bacterial wilt – vascular

of Chine collapsing fruit in the discoloration in lower
field stem and roots

60
Cercospora leaf spot Pepper mild mottle Powdery mildew
(Frogeye) – gray-brown (PMMV) – mild mosaic (Leveillula) – leaf
circular lesions with in leaves yellowing and necrosis
light colored center evident on the upper
surface of leaves

Tomato mosaic (TOMV) Gray wall

– mild mosaic in leaves (physiological) – gray to
brown sunken areas on
the fruit surface and
brown internal tissue
on the fruit walls

Safety precautions in the use of pesticides

Practically all of the pesticides commercially available are toxic to man

and animals. The people most likely to encounter these hazards are the
operators and applicators.
Pesticides enter the body in three ways:1) by ingestion or swallowing; 2)
by breathing the dusts or vapors; and 3) by absorption through the skin. One
form can prove just as fatal as the other, but most cases of poisoning occur
through taking in accidentally. Unfortunately children are the most frequent
victims of such negligence by the adults. Because of this, all materials should
be kept in their original containers and locked up or placed out of the reach of
children.

A. Before application
1. Read the label
 Determine the target organism.
 Identify the rate and time of application.
 Wear personal protective equipment (PPE).
 Remember the antidotes and other safety measures.
 Observe field reentry intervals after treatment.

61
 2. Check the sprayer
 Fill the tank with plain water and test the sprayer to be used that
there are no leaks or loose connections and the equipment is working
properly.
 Repair or replace any worn-out or faulty part.
3. Mixing and filling
 Extra precaution is necessary when mixing and filling sprayers
because pesticides are concentrated.
 Wear personal protective equipment.
 Open pesticide container carefully to avoid splashes, spills, or drifts.
 Keep your head away from the opening of the sprayer.
 Wash and change clothes immediately if pesticide is spilled on
clothing.
 Do not use bare hands in mixing pesticides, nor allow concentrated
materials to touch bare skin.
B. During application
1. Wear personal protective equipment.
2. Do not eat, drink, smoke, or blow clogged nozzles with your mouth while
applying pesticides.
3. Do not spray when it is windy to avoid pesticide drift.
4. Spray areas near homes in early mornings or evenings when humans,
pets and livestock are less likely to be exposed.
C. After application
1. Store remaining pesticides properly.
2. Bathe and change clothing after application of pesticides.
3. Stay away from treated field one to two days. This prevents poisoning
through contact with treated plants, or inhalation of pesticide fumes.

LET US REMEMBER

A large group of pests attacking crops are in the form of animals. These
vary in sizes. Some are visible and some are not.

Animal pests maybe grouped into insects, birds, rodents, and

pathogens.

The insects are probably the worst enemies of our crops. The study of
insect pests and their control is the science of entomology and the person
engaged in entomological work is called entomologist.

Insects are classified into three: the sucking insects, lapping, and the
biting insects.

62
HOW MUCH HAVE YOU LEARNED?

A. Based on the definition of an insect, which of the following are insects?

1. 2.

3. 4.

5. 6.

7. 8.

B. Building blocks in insects. Identify the statements below and fill in each
block with a letter that corresponds with your answer. The number of blocks
determines the number of letters of the correct answer. Again write your
answer in you test notebook.
1. The first letter of the beginning of an insects‟ life.
2. Are all insects harmful?
3. The initial letter of the 3 body divisions of an insect.
4. That stage of an insect when they are in their cocoon.
5. The last stage of an insect‟s life.

63
6. The body division with 3 segments where the 3 pairs of legs are found.
7. They are characterized with 3 body divisions, 3 pairs of legs, with or without
wings.
8. The specialized mouthpart of a chewing insect.
9. A needle like structure to suck plant juices, nectar and blood.
10. The protective covering of an insect body which is hard. Exclude the first
letter.
1
2
3
4
5
6
7
8
9
10

C. Matching type. Match column A to column B. Write the letter of your

answer in your test notebook.

COLUMN A COLUMN B
1. Entomology a. building or placing of effective barriers to control
2. Insect control spread of diseases.
3. Pathogen b. the study of insects and their
4. Sucking c. causal organisms of diseases
insects d. any abnormal condition that will affect the
5. Biting insects normal function of plant parts
or chewing e. the changes in the life of an insect
insects f. the removal of a diseased plant
6. Metamorphosis g. the direct killing of the pathogen while it is on its
7. Roguing host or in the environment of the host.
8. Disinfection h. group of insects that sucks plant juices
9. Protection i. group of insects that eat parts of the plant.
10. Disease j. a small invertebrate animal having three body
divisions, three pairs of legs and usually with wings
k. It places effective barriers between the susceptible
part of the and the pathogen in order to prevent
infection.

64
LET US APPLY WHAT YOU HAVE LEARNED

Visit your vegetable gardens and the school vegetable plantation. Observe
if there are insects, stray animals, and diseases destroying your crops. List
down the observations you have made. Identify how your plants are destroyed.
If you doubt your diagnosis in case of a disease consult your teacher for proper
identification of the disease. Include in your report how you controlled these
pests. Present your written report to your teacher.

Write in your diary all the required activities for your garden.

RESOURCES
insecticides
fungicide
soil sterilant
sprayer
personal protective equipment

REFERENCES
Asuncion, Jr. Ramon G.; Elementary Agriculture: Saint Mary‟s Publishing:
1983.
Asuncion, Jr. Ramon G.; Introduction to Tropical Crop Production: First
Edition Saint Mary‟s Publishing. 1976.
Asuncion, Jr. Ramon G. and Castro, U. D.; Producing Quality Seeds the Easy
Way: Saint Mary‟s Publishing: Sta Cruz, Manila. 1977.
Asuncion, Jr. Ramon. D. et.al.; Technology and Home Economics 1
Agricultural Arts: Abiva Publishing House, Inc.: Quezon City. 1991
Asuncion, Jr. Ramon D. at.al.: Technology and Home Economics 2 Agricultural
Arts: Abiva Publishing House, Inc: Quezon City. 1991
Cheah Kok Kheong, at.al.; Modern Agriculture for Tropical Schools: Oxford
University Press: 1979
Mendiola, N. B.; Principles of Crop Production. United Circulation, Inc.:
Malabon, Rizal. 1959
Resource Manual on Integrated Production and Pest Management (IPPM) in
Vegetables: World Education (INGO) Philippines, Inc.; Laguna,
Philippines: March 2005

Reyes, P. L.; “Lecture Notes on Field Crop Production” GAUF., Victoneta Park,
Malabon, Metro Manila.
Rivera, Aquilino R.; Home and School Vegetable Gardening: Grace Printing,
Inc.: Laoag City. 1988
Ware, George W. and J.P. McCollum; Producing Vegetables Crops: Second Ed.,
Interlino Printing Co., Inc.: Quezon City 1977

65
LESSON 5

PERFORM MULCHING

WHAT IS THIS LESSON ABOUT?

This lesson deals with mulching vegetable crops. It includes the

identification of mulch materials to be used and methods of using them.

WHAT WILL YOU LEARN?

Upon completion of the lesson you should be able to:

1. determine the importance of mulching;

2. identify the mulch materials;
3. perform mulching; and
4. value the importance of using mulch materials.

LET US STUDY

Let us Define

mulch – any material spread on the ground to protect plant roots from heat,
cold or drought and to keep fruits clean
mulching – the practice of covering the soil with any kind of material like
leaves, paper and plastic in order to protect the plants from extreme
temperature and to conserve soil moisture

Importance of mulching

 Mulching reduces the washing away of soil particles especially in sloping

gardens. Also, mulches prevent raindrops from splashing on the soil
surface.
 Conserving soil moisture is an important use of mulch. A layer of mulch
on the soil surface allows the soil to conserve more water mulch also
reduces the rate of water loss from the soil.
 Mulches modify soil temperature in vegetable gardens. Proper mulching
in summer months keeps the soil cooler. Soil covered by black or clear
plastic or dark organic mulch in the early morning warms faster than
bare soil.
 Organic mulches enrich the soil as they decay and provide a better

66
 environment for plant growth. Soils that have high organic matter are
easier to till and better suited to vegetable gardening. Organic mulch
such as straw or newspaper can be turned under the soil at the end of
the season. This helps build the soils organic matter content. Turn the
mulch under as soon as the gardening season is over so it breaks down
before the garden is replanted.
 Most mulch also provides excellent weed control. Mulches do not
prevent weed seeds from sprouting. Weed seed emergence is blocked by
a mulch layer thick enough to exclude light. A 3 inch layer of mulch on
the soil surface is enough to prevent the growth of weeds.
 Garden mulching reduces maintenance. A good mulch layer eliminates
the need for weeding, and mulched vegetables are cleaner at harvest
time. For example, the fruits of tomato, melon and other plants never
touch the soil so they are a lot cleaner than those unmulched vegetable
crops.
 There will be more fruit harvests because of less fruit rot. This is
because the soil does not splash up on the fruit.

Mulch materials

There are many materials in the locality that could be used as mulch
materials.
 Compost is generally the best mulching material for home and school
gardens. It is usually free from weed seeds and is in expensive. Prepare
compost from materials present in your yard.
 Straw is short lived and coarse textured. More straw is needed for the
same effect as compost or lawn clippings.
 Sawdust is common mulch available especially in urban places. If well
managed, it can be good mulch. Add a small amount of garden fertilizer
to the after applying sawdust directly to a garden. Even better, add
nitrogen to sawdust, and then compost it before spreading in your
garden.
 Plastic is effective mulch if properly used. Black plastic keeps light from
the soil and prevents weeds from growing. Clear plastic warms the soil,
but weeds can grow beneath the plastic. A disadvantage of plastic is that
it cannot be turned into the soil at the end of the planting season.
However, it can be recycled.
 Newspaper is much better than plastic because they can be turned into
the soil after se.

When selecting mulch materials, consider these factors:

 Cost of the material. Do not spend money on mulching materials when
there are suitable materials available in the locality at little or no cost.
 The crop you plan to mulch. Never use material from the same crop that
you are to mulch. For example do not use bean stalks from the first

67
 planting season to mulch beans planted in the second planting season.
 The time when mulch is to be used. Select light colored mulch during
summer to reflect heat. Use dark-colored mulch in the early season to
help warm the soil and to permit earlier planting and hasten early
growth.

How to use mulches

Spread mulches on freshly cultivated, used free soil before plants are
large enough to interfere. Apply organic mulch thick enough to leave a 3 inch
layer after setting. Four inches of fine materials like compost should be
adequate. Remember that coarser materials, such as straw, settle and many
require 6 inches or more initially. If you use newspaper, place thee layers on
each side of the row. Add more mulch during the season when working with
organic materials. The mulch settles and gradually rots during the growing
season where it meets the moist soil surface. Adding more layers assures
continuous wed control and a clean resting place for the fruits of your labor
and creates a pleasing appearance throughout the season.

LET US REMEMBER

Mulching is performed especially in the production of vegetable crops

because of the following reasons:
 It reduces the washing away of soil particles.
 It modifies soil temperature.
 It conserves soil moisture.
 It controls the growth of weeds.
 It improves the fertility of the soil.

HOW MUCH HAVE YOU LEARNED?

1. Differentiate mulch from mulching? (2 points)

2. Give at least 3 examples of mulch materials that are degradable and one
non-degradable. (4 points)
3. Using non-degradable material is much easier to apply, but you have
several degradable mulch materials in your locality but harder to use.
Which would you choose and why?

68
RESOURCES

mulch materials
compost
rice straw/hay
sawdust/rice hull
plastic
sticks

REFERENCES

Asuncion, Jr. Ramon G.; Elementary Agriculture: Saint Mary‟s Publishing:

1983.
Asuncion, Jr. Ramon G.; Introduction to Tropical Crop Production: First
Edition Saint Mary‟s Publishing. 1976.
Asuncion, Jr. Ramon G. and Castro, U. D.; Producing Quality Seeds the Easy
Way: Saint Mary‟s Publishing: Sta Cruz, Manila. 1977.
Asuncion, Jr. Ramon. D. et.al.; Technology and Home Economics 1
Agricultural Arts: Abiva Publishing House, Inc.: Quezon City. 1991
Asuncion, Jr. Ramon D. at.al.: Technology and Home Economics 2 Agricultural
Arts: Abiva Publishing House, Inc: Quezon City. 1991
Cheah Kok Kheong, at.al.; Modern Agriculture for Tropical Schools: Oxford
University Press: 1979
Mendiola, N. B.; Principles of Crop Production. United Circulation, Inc.:
Malabon, Rizal. 1959
Resource Manual on Integrated Production and Pest Management (IPPM) in
Vegetables: World Education (INGO) Philippines, Inc.; Laguna,
Philippines: March 2005
Reyes, P. L.; “Lecture Notes on Field Crop Production” GAUF., Victoneta Park,
Malabon, Metro Manila.
Rivera, Aquilino R.; Home and School Vegetable Gardening: Grace Printing,
Inc.: Laoag City. 1988
Ware, George W. and J.P. McCollum; Producing Vegetables Crops: Second Ed.,
Interlino Printing Co., Inc.: Quezon City 1977

69
HOW MUCH HAVE YOU LEARNED FROM THE MODULE?

Post Test

Let‟s find out how much you have learned about the module. Read and
understand the questions very well and answer them correctly.

Direction: Read and understand the questions carefully and select the best
answer by writing the LETTER only in your test notebook.

1. We can say that the soil is fertile when

a. the soil contains most of the essential elements needed for plant
growth.
b. it can produce maximum yield of crops.
c. the color of the soil is black.
d. the soil is porous.

2. It refers to the necessary materials which a plant can build new tissues and
at the same time carry on its normal functions.
a. lime c. plant food
b. inoculants d. pesticide

3. An organic and inorganic material that supports plant growth and

development is known as
a. biofertilizer c. fertilizer
b. commercial fertilizer d. organic fertilizer

4. Which of the following does NOT belong to the group?

a. calcium c. phosphorus
b. nitrogen d. potassium

5. Which one is the primary function of nitrogen?

a. Nitrogen aids in seed formation.
b. Nitrogen forms and transfers starch.
c. Nitrogen hastens maturity.
d. Nitrogen gives dark green color to plants.

6. The method of scattering the fertilizer on the surface of the ground refers to
a. side dressing.
b. broadcasting.
c. foliar application.
d. band or row or localized placements.

70
7. Which of the following is NOT a method of determining soil fertility?
a. soil analysis
b. field fertilizer trials
c. nutrient deficiency symptom
d. foliar application of fertilizer

8. Which of the following methods is not a good practice in the conservation of

soil fertility?
a. Apply organic fertilizer.
b. Practice broadcasting and side dressing of fertilizer.
c. Practice green manuring.
d. Practice composting, mulching and cover cropping.

9. The application of water to the soil by any other means than rainfall is
a. fertigation c. fertilization
b. drainage d. irrigation

10. The water is applied above the ground, either in furrows or by spreading it
over the land being irrigated is called______.
a. sub-irrigation c. over head or spray irrigation
b. surface irrigation d. watering by hand

11. This method of irrigation is used to apply water with the use of sprinklers
to irrigate crops grown in a small piece of land like school and home
gardens.
a. irrigation by hand c. irrigation by windmill
b. irrigation by gravity d. irrigation by power machinery

12. Which of the following benefits is NOT derived from irrigation?

a. Assures crop against drought
b. Improves soil aeration
c. Enables the growing of quick maturing crop
d. Increases quality and yield of crops

13. Which of the practices will save irrigation water?

a. Over irrigation
b. Wild flooding
c. Lining of canals properly with a clay puddle
d. Planting in improperly graded surface

14. The process of removing excess water from the soil in order to increase its
productivity is_____.
a. fertigation c. irrigation
b. drainage d. none of these

71
15. These are either wild or cultivated plants which grow in a place where they
are not wanted.
a. broadleaf weeds c. sedges
b. grasses d. weeds

16. Which of the following is not a good reason for removing or controlling the
weeds?
a. Weeds cause a decrease in crop production.
b. Weeds increase labor cost and cost of production.
c. Weeds increase land value.
d. Weeds harbor plant pests which may affect plant growth and yield.

17. Which of the following is NOT a mechanical method of controlling weeds?

a. burning c. cover cropping
b. cutting d. uprooting the weeds.

18. Which of the methods of controlling weeds is NOT environmentally friendly?

a. biological c. mechanical
b. cropping and competition d. chemical

19. Which is NOT true about cultivation?

a. It conserves soil moisture. c. It improves aeration of the soil.
b. It destroys weeds. d. It decreases crop yield.

20. The best time to cultivate is

a. after planting and before the crop covers the ground.
b. after watering or irrigating.
c. after draining the field.
d. all of these.

72
Y3 MODULE 5 ANSWER KEY

PRE-TEST LESSON 2 LESSON4

1. D 1. IRRIGATION A. 1. INSECT
2. C 2. DRAINAGE 2. NOT
3. C 3. SURFACE IRRIGATION 3. NOT
4. A 4. IRRIGATION BY GRAVITY 4. NOT
5. D 5. IRRIGATION BY POWER MACHINERY 5. NOT
6. B 6. INSECT
7. D LESSON 3 7. INSECT
8. B A. 1.FALSE 8. INSECT
9. D 2. FALSE B. 1. E
10. B 3. TRUE 2. NO
11. A 4. TRUE 3. HTA
12. B 5. TRUE 4. PUPA
13. B B. 1. HILLING UP 5. ADULT
14. B 2. 5CM 6. THORAX
15. D 3. HAND TOOLS 7. INSECTS
16. C 4. CULTIVATORS 8. MANDIBLE
17. C 5. GRASSES 9. PROBOSCIS
18. D 10. XOSKELETON
19. D C. 1. B
20. A 2. J
3. C
LESSON 1 4. H
A. 1. FERTIGATION 5. I
2. FOLIAR FERTILIZER 6. E
3. SIDE DRESSING 7. F
4. FERTILIZER 8. K
5. FERTILIZATION 9. A
B. 1. TRUE 10. D
2. TRUE
3. FALSE
4. TRUE
5. TRUE

73
 TABLE OF CONTENTS

CONTENTS PAGE
MODULE 5. Maintaining the growth of plants..………… 1

What is this module about?.................................. 1

What will you learn?............................................. 1
What do you already know?.................................. 1

LESSON 1. Apply the recommended kind and rate

of fertilizer……………………………............. 4

What is this lesson about?................................... 4

What will you learn?............................................ 4
Let us study........................................................ 4
Let us remember.................................................. 17
How much have you learned ............................... 17
Let us apply what you have learned..................... 18
Resources............................................................ 18
References........................................................... 19

LESSON 2. Perform irrigation and drainage practices... 20

What is this lesson about?.................................... 20

What will you learn?............................................. 20
Let us study.......................................................... 21
Let us remember................................................... 24
How much have you learned................................. 25
Let us apply what you have learned...................... 25
Resources............................................................. 26
References............................................................ 26

LESSON 3. Practice weeding and cultivation................. 27

What is this lesson about?..................................... 27

What will you learn?.............................................. 27
Let us study........................................................... 28
Let us remember................................................... 34

74
 How much have you learned.................................. 35
Let us apply what you have learned....................... 36
Resources.............................................................. 36
References............................................................. 36

LESSON 4. Practice proper control of insect pests

and diseases…………………………………….. 37

What is this lesson about?.................................... 37

What will you learn?............................................. 37
Let us study.......................................................... 37
Let us remember................................................... 65
How much have you learned................................. 65
Let us apply what you have learned...................... 65
Resources............................................................. 65
References............................................................ 65

LESSON 5. Perform mulching…………………………….... 66

What is this lesson about?.................................... 66

What will you learn?............................................. 66
Let us study.......................................................... 66
Let us remember................................................... 68
How much have you learned................................. 68
Let us apply what you have learned...................... 68
Resources............................................................. 69
References............................................................ 69
How much have you learned from the module........ 70

75
 REPUBLIC OF THE PHILIPPINES
Department of Education
PUBLIC TECHNICAL-VOCATIONAL
HIGH SCHOOLS

COMPETENCY-BASED
LEARNING MATERIAL
THIRD YEAR

HORTICULTURE NC II
Unit of Competency: PRODUCE VEGETABLE CROPS
Module No. 6 Module Title: HARVESTING OF VEGETABLE
CROPS

0
 MODULE VI

QUALIFICATION TITLE : HORTICULTURE NC II

UNIT OF COMPETENCY : PRODUCE VEGETABLE
CROPS
MODULE TITLE : HARVESTING OF
VEGETABLE
CROPS
NOMINAL DURATION : 100 HOURS

WHAT IS THIS MODULE ABOUT?

This module covers the knowledge, skills and attitudes in

determining the maturity indices, and ways of harvesting vegetable crops.

WHAT WILL YOU LEARN?

At the end of the module, you should be able to:

 determine the maturity indices of vegetable crops; and

 practice the proper ways of harvesting vegetable crops.

WHAT DO YOU ALREADY KNOW?

Pre-test
Let’s find out how much you already know about maturity indices,
methods of determining maturity, and harvesting of vegetable crops.

Selection Type. Select the best answer. Write the letter only of your
answer in your test notebook.

1. The condition of the crop that is ready to harvest refers to

a. maturity
b. maturity indices
c. harvestable
d. all of these
2. The observable indications or signs that a crop is ready for harvesting
refers to
a. color c. maturity indices
b. composition d. Size and shape
3. The growth stage of a crop that marks the beginning of aging of the
tissues.

1
 a. commercial maturity
b. physiological maturity
c. chemical maturity
d. field maturity
4. This refers to the stage in the development of a crop in relation to time
of harvest according to use or market demand.
a. chemical maturity
b. commercial maturity
c. field maturity
d. physiological maturity

5. The maturity of tomatoes can be determined by

a. chemical analysis
b. computation method
c. feel method
d. visual method
6. What method will you use to determine the maturity of cabbage and
lettuce heads?
a. chemical analysis
b. computation method
c. feel method
d. visual method
7. Which of the following is NOT a maturity index of vegetable crops?
a. color description
b. computation method
c. size
d. weight
8. Which of the following is NOT a preparation prior to harvesting?
a. Conduct ocular inspection.
b. Prepare harvesting tools and materials.
c. Construct temporary shed.
d. Harvest the crops.
9. Which of the following tools is NOT used in harvesting vegetable
crops?
a. axe c. scissors
b. knife d. pruning shears
10. Which should not be considered in harvesting?
a. Harvest crop at a proper time
b. Harvest at a proper maturity
c. Harvested vegetables are allowed to stay under the sun
d. Prevent crops from injury during harvest.

2
LESSON 1

DETERMINE THE MATURITY INDICES

OF VEGETABLE CROPS

WHAT IS THIS LESSON ABOUT?

This lesson deals with the maturity indices and methods of

determining the maturity of vegetable crops.

WHAT WILL YOU LEARN?

At the end of the lesson, you should be able to:

1. determine the maturity indices of vegetable crops;

2. differentiate types of maturity;
3. perform determining the maturity of vegetable crops; and
4. recognize the value of determining the maturity of vegetable crops

LET US STUDY

Let us define

Maturity – the condition of a certain crop that is ready to harvest

Maturity indices – the observable indications that a crop can already be
harvested
Maturity indices

Maturity is the stage at which a crop is harvestable. Maturity index

is an observable indication or sign that a particular crop is already
matured or ready for harvest. The following are the maturity indices of
vegetable crops:

 Color
 Weight
 Shape
 Size
 Texture
 Composition

3
Maturity indices of some vegetables

Vegetables Maturity indices

Potatoes Culm should turn yellow and dry out before
harvesting. Skin should not slip from tuber easily.
Young tubers have skin that easily separate from
tuber when rubbed.
Cabbage A mature head is compact. If the head is
depressed when pressed with the thumb, it is
immature.
Cauliflower Curd is compact and creamy-white in color. Curds
that are discolored loose or blemished are over
matured.
Sweet corn Kernels are big and exude milky sap when pierced.
When sweet corn is used for young cob corn (or
baby corn) it is harvested 2 days after silk appears
for processing and 3 days for the local market.
Lettuce, The whole plant is harvested when it is well
Mustard, developed. Leaves are still green and not starting
Pechay to turn yellow and tough and the flavor is better.
Sweet pepper Fruits reach full size, firm and of deep color.
Radish Roots are harvested when large and firm but
crispy. Pithy and fibrous roots are over matured.
Tomato For distant markets, fruits are harvested green.
Mature fruits are cream, pink or yellowish green.
To verify whether or not fruits are mature even
when green, take sample and slice it. If the seeds
slip away from the knife and the pulp is jelly, the
fruit is mature green. For nearby market – pink
color starts to show at the bottom end (breaker
stage) or is pink to half ripe or firm ripe.

Types of maturity

 Physiological maturity is a stage in the growth of a crop that marks

the beginning of aging of the tissue. It is generally referred to as
ripening. This can be seen in the general yellowing and stooping of
plants as in potatoes.
 Commercial maturity is a stage in the development of a crop in
relation to time of harvest according to use or market demand.
Examples:
 Beans maybe harvested as young pods or dried beans.
 Pickling cucumbers are harvested very much younger than the
expected maturity.
 In peas, there are three stages of maturity.
1. green mature pods – the product desired are the tender pods.
2. tender seeds stage - the product desired are the tender
seeds.

4
 3. ripened seed stage - if the product desired are the ripened
seeds which are mainly used as seeds.

Methods of determining maturity

The index of maturity can be subjective, objective or both and

involves the following methods:
1. Visual Method
 Skin color. Matured fruit losses its deep green color and
develop yellow, red or purple color.
 Fruit size and shape. Some vegetables will reach a certain size
which can be used as index for optimum time for harvest. The
pods of peas and snap beans for example will show prominent
seed zones. The presence of abscission zones between the stem
and in some fruits like tomatoes, peas and snap beans has also
been observed to become prominent at maturity.
2. “Feel” Method. This method is done mainly by touch of the fingers
with respect to firmness, crispness and sound. For example
matured cabbage heads are considerably firm when pressed gently
with the fingers.
3. Chemical analysis. This is used mainly for fruits wherein the
starch content, sugar content, acidity and soluble solids/acid ratio
are measured. High sugar content indicates maturity, acid content
in some fruits falls with maturity, thus, low acid contents indicates
maturity.
4. Physical means
 Use of pressure tester. This is used to measure the softness of a
fruit and may also be applied to snap beans.
 Specific gravity determination (floating method). This is the
density of mass divided by the density of water where the
density of the mass is the weight over its volume.
5. Computation method
 Days from planting to harvesting
 Days from flowering to harvesting

LET US REMEMBER

Vegetables should be harvested at the right stage of maturity.

Some farm crops can be harvested at any stage after the edible portion
has reached a reasonable size.

5
 Maturity indices of vegetable crops are indications that a crop is
mature or ready for harvest in terms of:
 Color
 Size
 Texture
 Shape
 Composition and weight
 Firmness

The methods of determining maturity can be:

 Visual method
 “Feel” method
 Chemical method
 Physical method
 Computation method

HOW MUCH HAVE YOU LEARNED?

A. Identification. What method of determining maturity can you employ

on the following vegetable crops? Write your answer in your test
notebook.
1. tomatoes
2. sweet or bell pepper
3. green peas
4. eggplant
5. camote
6. cauliflower
7. cabbage
8. ampalaya
9. okra
10. pechay

B. What are the maturity indices of vegetable crops?

LET US APPLY WHAT YOU HAVE LEARNED?

Again in your own vegetable garden, determine whether or not your

crops are ready for harvest. Take down your findings. What are the proofs
that your vegetables are ready for harvest? What method of determining
maturity can you employ in your crops?

Write your findings in your test notebook.

6
RESOURCES

vegetable garden
reading materials

REFERENCES

Asuncion, Jr. Ramon G.; Elementary Agriculture: Saint Mary’s

Publishing: 1983.
Asuncion, Jr. Ramon G.; Introduction to Tropical Crop Production: First
Edition Saint Mary’s Publishing. 1976.
Asuncion, Jr. Ramon G. and Castro, U. D.; Producing Quality Seeds the
Easy Way: Saint Mary’s Publishing: Sta Cruz, Manila. 1977.
Asuncion, Jr. Ramon. D. et.al.; Technology and Home Economics 1
Agricultural Arts: Abiva Publishing House, Inc.: Quezon City. 1991
Asuncion, Jr. Ramon D. at.al.: Technology and Home Economics 2
Agricultural Arts: Abiva Publishing House, Inc: Quezon City. 1991
Cheah Kok Kheong, at.al.; Modern Agriculture for Tropical Schools:
Oxford University Press: 1979
Mendiola, N. B.; Principles of Crop Production. United Circulation, Inc.:
Malabon, Rizal. 1959
Resource Manual on Integrated Production and Pest Management (IPPM)
in Vegetables: World Education (INGO) Philippines, Inc.; Laguna,
Philippines: March 2005
Reyes, P. L.; “Lecture Notes on Field Crop Production” GAUF., Victoneta
Park, Malabon, Metro Manila.
Rivera, Aquilino R.; Home and School Vegetable Gardening: Grace
Printing, Inc.: Laoag City. 1988
Ware, George W. and J.P. McCollum; Producing Vegetables Crops:
Second Ed., Interlino Printing Co., Inc.: Quezon City 1977

7
LESSON 2

PRACTICE PROPER WAYS OF

HARVESTING VEGETABLE CROPS

WHAT IS THIS LESSON ABOUT?

This lesson deals with the study of harvesting vegetable crops and
other related activities to harvesting.

WHAT WILL YOU LEARN?

At the end of the lesson, you should be able to:

1. do preparations before harvesting;

2. identify and prepare appropriate harvesting tools and materials;
3. harvest vegetable crops;
4. maintain quality of harvest; and
5. develop Tender Loving Care (TLC) in harvesting.

LET US STUDY

Let us define

Harvesting – the process of gathering or picking of harvestable parts of a

plant
Growing and harvesting vegetables are the primary responsibilities
of farmers who must necessarily be adept at this special phase of
agriculture. After vegetables reach harvest maturity, speedy operations
are required by growers, handlers, marketing specialists, wholesalers and
retailers to move their produce from the farm to the consumer.

Preparations prior to harvesting

In order to maintain good quality harvest, the following

preparations before harvesting should be made.

 Conduct an ocular inspection in your vegetable field to find out

whether or not the vegetables are ready to harvest. See if there are
obstructions in the field that may delay harvesting. If ever there are
obstructions remove them to facilitate harvesting and also
minimize possible damages to the harvest.
 Prepare harvesting tools and materials. Remember that vegetables
are perishable and need not to be exposed to sunlight for a long

8
 time.
 In large scale, construct temporary shed where to house your
harvest until they are not transported to the market. Never leave
your harvests in an open field.

Tools and materials used in harvesting

Different crops require different harvesting tools and materials. The

use of appropriate tools and materials in harvesting will facilitate
harvesting and may help maintain good quality of harvests.

The following tools could be used in harvesting vegetable crops:

 Scissors
 Pruning shears
 Knives

Various considerations in harvesting vegetables

1. Harvest the crop at the proper time of the day. The time of the
day when the vegetables are harvested affects the quality of the
product. For example, sweet corn should be harvested early in the
morning and late in the afternoon. Harvesting after 9:00 AM
decreases the sweetness because the sugar content is converted to
starch.
For fruit vegetables, harvesting between 9:00AM and 3:00PM
is advisable. Harvesting the fruits earlier or later in the day causes
blemishes which are not observable at harvest but show a day or
more after harvest. This is because the peel is turgid and the
pressure made on the fruit from pulling the fruit out cause the
blemishes.
2. Harvest vegetables at proper maturity. The most common cause
of poor quality of harvest is harvesting too early or too late.
Produce should be harvested at the proper stage of maturity
considering again the purpose and the desire of the consumer.
Over maturity will take the vegetable soggy in consistency,
fibrous and flat in taste. It also makes the vegetable subject to fast
internal breakdown during display or storage.
Some vegetables like cucumber, sweet corn, peas, snap
beans and asparagus represent other vegetables which pass their
best edible stage quickly. Thus, they should be harvested daily or
every other day.
3. Harvested vegetables should not be allowed in the sun for a
long period of time. Sun exposure can cause injury, especially to
leafy vegetables. Sun exposure enhances high transpiration in
products resulting to wilting.
When harvesting tomatoes and pepper, it is advisable to put
them in the shade and should not be allowed under the blazing
sun to avoid a disorder known as sunscald.

9
 4. Preventing injury during harvest. During harvesting, care should
be followed to avoid inflicting injuries to produce. Bruising or
crushing impairs vegetable quality and leads to disease infection.
Jostling the tubers during harvesting cause unsightly flapping of
the skin (called feathers) in potato. Pick commodity gently and
should be laid down on the container carefully, not tossed. The
filled container must not be thrown or walked on.
Deep piling can cause crushing of the bottom layers. It can
also cause “heat up” because the heat of respiration can not escape
from the center and bottom of the pile of vegetables.
Suitable tools and equipment (including containers) should
be on hand. Thus, there is no substitute for adequate planning,
preparation and organization. Each of the personnel should know
his job. Impress in them the need for careful handling of the
vegetables

LET US REMEMBER

Proper timing and promptness are important factors in harvesting

farm vegetables and field crops, especially the perishable ones.

Vegetables should be harvested at the right stage of maturity.

However, some crops can be harvested at any stage after the edible part
has reached a reasonable size and is ready for the kitchen. In other
words, harvesting of vegetable crops is dependent upon the demand of
the consumers.
In harvesting vegetables of any kind, the following factors should
be considered, namely:
 the prevailing market price
 the distance to the market and
 the length of time they are kept prior to possible consumption.

HOW MUCH HAVE YOU LEARNED?

A. Select the best answer. Write the LETTER only of your answer in your
test notebook.

1. Which of the following is NOT an objective in doing some preparations

prior to harvesting?
a. Determine whether or not the crops are ready to harvest.
b. Find out if there are obstructions in harvesting.
c. Facilitate harvesting and minimize possible damages to crops at
harvest time.
d. View the beauty of the field with harvestable crops.

10
2. Why is there a need to make use of appropriate tools and materials in
harvesting?
a. To facilitate harvesting
b. To minimize damages to harvests
c. To obtain quality harvest
d. To enjoy harvesting

3. Which of the following tools is not appropriate for harvesting vegetable

crops?
a. bolos
b. knives
c. pruning shears
d. scissors
4. Which of the following may cause injury to the harvest?
a. Don’t pile the harvest too high because it may cause “heat up” that
will cause damage to the harvest.
b. Toss the harvested crops to the containers.
c. Practice TLC in harvesting.
d. Use appropriate tools and materials in harvesting.
5. Which of the following is not a characteristic of over maturity among
vegetable crops?
a. fibrous
b. flat in taste
c. soggy in consistency and has fast internal breakdown during
display or storage.
d. none of these

B. Why do you need to practice Tender Loving Care in harvesting?

C. In what activities can you apply TLC to obtain good quality harvests?

LET US APPLY WHAT YOU HAVE LEARNED?

At this point in time, your vegetables are ready for harvesting. This
time practice harvesting by following the considerations that you have
studied in your lessons. Remember to make use of the appropriate tools
and materials in harvesting. Don’t forget to practice the principles of TLC
if you want to have quality harvest.

RESOURCES

pair of scissors cart

pruning shears
knife
baskets with lines
wooden/pastic crates
temporary shed
sacks
11
REFERENCES

Asuncion, Jr. Ramon G.; Elementary Agriculture: Saint Mary’s Publishing:

1983.
Asuncion, Jr. Ramon G.; Introduction to Tropical Crop Production: First
Edition Saint Mary’s Publishing. 1976.
Asuncion, Jr. Ramon G. and Castro, U. D.; Producing Quality Seeds the Easy
Way: Saint Mary’s Publishing: Sta Cruz, Manila. 1977.
Asuncion, Jr. Ramon. D. et.al.; Technology and Home Economics 1
Agricultural Arts: Abiva Publishing House, Inc.: Quezon City. 1991
Asuncion, Jr. Ramon D. at.al.: Technology and Home Economics 2 Agricultural
Arts: Abiva Publishing House, Inc: Quezon City. 1991
Cheah Kok Kheong, at.al.; Modern Agriculture for Tropical Schools: Oxford
University Press: 1979
Mendiola, N. B.; Principles of Crop Production. United Circulation, Inc.:
Malabon, Rizal. 1959
Resource Manual on Integrated Production and Pest Management (IPPM) in
Vegetables: World Education (INGO) Philippines, Inc.; Laguna,
Philippines: March 2005
Reyes, P. L.; “Lecture Notes on Field Crop Production” GAUF., Victoneta Park,
Malabon, Metro Manila.
Rivera, Aquilino R.; Home and School Vegetable Gardening: Grace Printing,
Inc.: Laoag City. 1988
Ware, George W. and J.P. McCollum; Producing Vegetables Crops: Second Ed.,
Interlino Printing Co., Inc.: Quezon City 1977

12
HOW MUCH HAVE YOU LEARNED FROM MODULE 5?

Post test
Let’s find out how much you already know about maturity indices,
methods of determining maturity, and harvesting of vegetable crops.

Selection Type. Select the best answer. Write the letter of your answer in
your test notebook.
1. The condition of the crop that is ready to harvest refers to
a. maturity
b. maturity indices
c. harvestable
d. all of these
2. The observable indications or signs that a crop can already be harvested
refers to
a. color c. maturity indices
b. composition d. size and shape
3. The growth stage of a crop that marks the beginning of aging of the tissues.
a. commercial maturity
b. physiological maturity
c. chemical maturity
d. field maturity
4. This refers to the stage in the development of a crop in relation to time of
harvest according to use or market demand.
a. chemical maturity
b. commercial maturity
c. field maturity
d. physiological maturity
5. The maturity of tomatoes can be determined through
a. chemical analysis
b. computation method
c. feel method
d. visual method
6. What method will you use to determine the maturity of cabbage and lettuce
heads?
a. chemical analysis
b. computation method
c. feel method
d. visual method
7. Which of the following is NOT a maturity index of vegetable crops?
a. color description
b. computation method
c. size
d. weight

13
8. Which of the following is NOT a preparation prior to harvesting?
a. Make ocular inspection in the field to find out whether or not the
vegetables are ready for harvest.
b. Prepare harvesting tools and materials.
c. Construct temporary shed.
d. Harvest the crops.
9. Which of the following tools should NOT be used in harvesting vegetable
crops?
a. axe c. scissors
b. knife d. pruning shears
10. Which one is NOT a consideration in harvesting?
a. Harvest crop at a proper time
b. Harvest at a proper maturity
c. Harvested vegetables are allowed to stay under the sun
d. Prevent crops from injury during harvest.

Y3 MODULE6 ANSWER KEY

PRE-TEST LESSON1 LESSON2

1. A A. 1. – 7 – FEEL METHOD 1. D
2. C 8.– 10 – VISUAL METHOD 2. D
3. B B. 1. COLOR 3. A
4. B 2. SIZE 4. B
5. D 3. TEXTURE 5. D
6. C 4. SHAPE
7. B 5. COMPOSITION AND WEIGHT
8. D 6. FIRMNESS
9. A
10. C

14
 TABLE OF CONTENTS

CONTENTS PAGE
MODULE 6. Harvesting of vegetable crops…....………… 1

What is this module about?.................................. 1

What will you learn?............................................. 1
What do you already know?.................................. 1

LESSON 1. Determine maturity indices of

vegetable crops……………………................ 3

What is this lesson about?................................... 3

What will you learn?............................................ 3
Let us study........................................................ 3
Let us remember.................................................. 5
How much have you learned ............................... 6
Let us apply what you have learned..................... 6
Resources............................................................ 7
References........................................................... 7

LESSON 2. Practice proper ways of harvesting

vegetable crops………………………………….. 8

What is this lesson about?.................................... 8

What will you learn?............................................. 8
Let us study.......................................................... 8
Let us remember................................................... 10
How much have you learned................................. 10
Let us apply what you have learned...................... 11
Resources............................................................. 11
References............................................................ 12
How much have you learned from the module........ 13

15
 REPUBLIC OF THE PHILIPPINES
Department of Education
PUBLIC TECHNICAL-VOCATIONAL
HIGH SCHOOLS

COMPETENCY-BASED
LEARNING MATERIAL
THIRD YEAR

HORTICULTURE NC II
Unit of Competency: Perform post harvest operations of major
lowland and semi-temperate vegetables

Module No. 7 Module Title: Performing post harvest operations

of major lowland and semi-temperate vegetables

0
 MODULE VII

QUALIFICATION TITLE : HORTICULTURE NC II

UNIT OF COMPETENCY : PERFORM POST HARVEST
OPERATIONS OF MAJOR
LOWLAND AND SEMI-
TEMPERATE VEGETABLES
MODULE TITLE : PERFORMING POST HARVEST
OPERATIONS OF MAJOR
LOWLAND AND SEMI-
TEMPERATE VEGETABLES
NOMINAL DURATION : 100 HOURS

WHAT IS THIS MODULE ABOUT?

This module covers the knowledge, skills and attitudes necessary

in performing harvest technologies of major lowland vegetables in semi-
temperate areas. It includes the maintenance of quality vegetables for
distribution.

WHAT WILL YOU LEARN?

Upon completion of the module, you should be able to:

1. conduct post-harvest technologies;

2. market the vegetable products; and
3. keep farm records and accounts.

WHAT DO YOU ALREADY KNOW?

Let’s find out how much you already know about post-harvest
technologies of major lowland vegetable in semi-temperate areas.

Direction:
Read and analyze the questions carefully. Select the best answer.
Write your answer in your test notebook.

1. Which of the following post-harvest technologies in vegetable crops

should be done first?
a. Storing
b. Harvesting
c. Sorting and grading
d. Trimming an cleaning
1
2. Which one is the primary objective of post-harvest handling of
vegetables?
a. Make the harvest look attractive.
b. Maintain quality of vegetable products.
c. Discard disease harvests.
d. Eliminate damaged harvests.
3. Which of the following is a physiological loss of vegetable harvests?
a. Abrasions
b. Cuts
c. Punctures
d. Rots
4. What procedure should you do in order to maintain the
quality of harvests?
a. Harvests should be placed in containers with liners
b. Harvests should be stocked or placed in temporary
shed
c. Harvests should be gently laid down, never toss
them into the containers or into the shed
d. All of the above
5. Which one is not a cause of post-harvest losses?
a. Adverse weather conditions
b. Inefficiency of distribution and lack of
transportation
c. Lack of market demands
d. None of the above
6. The harvests need to be trimmed
a. to express the whitish color of roots
b. to remove soils dirt adhering to the harvests
c. to remove undesirable and ugly parts of the
harvested vegetables
d. all of the above
7. The process of separating and grouping of commodities
set by the industry or consumer is
a. sorting
b. grading
c. evaluating
d. standardizing
8. These are alterations in the appearance of a commodity
due to careless harvesting and handling of products.
a. bruises
b. abrasions
c. mechanical damages
d. physiological damages

2
 9. The process of separating and grouping of commodities set by the industry
or consumer is
e. sorting
f. grading
g. evaluating
h. standardizing
10. These are alterations in the appearance of a commodity due to careless
harvesting and handling of products.
e. bruises
f. abrasions
g. mechanical damages
h. physiological damages
11. The practice of putting and arranging the produce to appropriate
containers before shipping or storing is
a. sorting
b. grading
c. storing
d. packing
12. The movement of the harvested vegetables from the farm, sorting and
grading stations, packing house, warehouses to market places refers to
a. curing
b. storing
c. packing
d. transporting

LESSON 1

CONDUCT POST-HARVEST TECHNOLOGIES

WHAT IS THIS LESSON ABOUT?

This lesson deals with the post-harvest technologies of semi-temperate

vegetables. It includes proper handling of harvest, trimming, cleaning, sorting,
grading of harvests, and proper packaging, and transporting of harvest.

WHAT WILL YOU LEARN?

Upon completion of the lesson, you should be able to:

1. handle harvested vegetables properly;

2. trim and clean the harvests;
3. sort and made the harvests carefully; and

3
 4. practice honesty in packaging and transporting of harvest.

LET US STUDY

Let us Define

Mechanical damages - alterations in the appearance of a commodity due to

careless harvesting and handling of products such as abrasions, cuts,
bruises and the like.
Abrasion – partial to full separation of the outer covering of the commodity.
Sorting – the process of separating and grouping of commodities according to a
set of criteria according to as set of criteria recognized by the industry or
consumer.
Grade – the unit of classification
Standard – the quality requirement of each grade.
Grading – the process of classifying vegetables according to size, shape, color
and appearance
Depending on the nature of the crop, the harvest passes through one or
the other of the following processes before it is used:
 Trimming and cleaning
 Sorting and grading
 Drying, curing
 Storing

Handling of Harvest

It is to the advantage of a farmer to know not only how to grow his crops
but also to handle his harvests properly in order to get the most out of them.
Likewise, consumers in the largest measure.

The primary objective of post-harvest handling is to maintain vegetable

quality. Carelessness at any phase after harvest can quickly change the grade
of the harvests. Typical quality parameters include color, firmness, size, shape,
flavor, aroma and freedom from injury and disease.

Vegetable quality is most often reduced by two factors:

1. Mechanical injury – Mechanical injuries include cuts, abrasions, and
punctures incurred during harvest and handling operations and bruises
caused by drops or over-filled containers. These injuries provide entry
points for decay organisms and reduce storage life.
2. Poor temperature management - To attain such quality of vegetables
after harvest, they should be stocked or placed in temporary shed to
avoid wilting and sun-scalding. Harvests should not be tossed but

4
 should be gently laid down in containers with liners.

Causes of Post-harvest Losses

Post-harvest losses of vegetable could be due to causes that are

technological in nature such as decay, yellowing and wilting, or non-
technological such as lack of transportation and storage facilities, adverse
weather conditions, inefficiency of distribution, and lack of market demand.

Some of the post-harvest losses of vegetables are due to changes in the

commodity that are obvious such as yellowing, softening, rotting and
sprouting, all of which will result in the direct loss of commercial value of the
vegetable. Such losses usually contribute considerably to the total post-harvest
losses of the vegetable.

Deterioration in texture, flavor and aroma which affect the quality of the
vegetable may occur. Example of such loss is the development of pithiness in
radish, celery, and cucumber and the toughening of beans. These changes are
accompanied by a decrease in the nutritive value of vegetables. These types of
losses are called physiological losses since they are caused by changes in
physiological processes.

Losses due to rough and careless picking, packing, loading or unloading are
common. The damages may be in the form of cuts, punctures, cracks, splits,
changes in form and shape (distortion) or partial to full separation of the outer
covering (abrasion). An alteration in the appearance of a commodity may occur.
These types of damages are called mechanical damages.

Usually, rots are the greatest single cause of loss. However, most micro-
organisms enter through mechanically damaged tissue. Weakened tissues
caused by natural (physiological) deterioration are also very susceptible to
microbial attack. Physiological changes of vegetables other than wilting that
cause deterioration.

Vegetables Signs of Deterioration

Leafy vegetables Yellowing
Cauliflower and broccoli Opening and florets, softening
Sweet corn and young corn cob Loss of sweetness
Okra Softening
Cucumber Yellowing
Beans Toughening, yellowing

5
Chayote, tomatoes, pepper Seed germination
Asparagus Elongation and feathering
Onions, garlic, sweet potato, ginger Sprouting and rooting
Carrot softening

Cleaning the Harvest

Post-harvest operation is done specifically with celery, green, onions,

radish and carrot. It may be done with other vegetables especially those
harvested during wet conditions.

The purpose is to expose the whitish color of roots, remove soil, dirt,
spray or dust residues, refresh the products and improve the appeal to the
customer.

Wiping the vegetables with a clean, dry and soft cloth often gives better
results than washing. This is most suitable for tomatoes, melons and other
fruit vegetables.

Trimming

Trimming is done mostly to leafy vegetables such Chinese cabbage,

pechay, celery, broccoli, cabbage, green onions and some rot crops like carrots
and radish. The purpose is to remove undesirable and ugly parts such as
damaged, discolored, malformed parts and vegetable parts that can cause
injury to ensure the attractiveness of the products.

Trimming also includes the removal of disease-infected parts to avoid the

spread of the disease during the transport or storage of the commodity.

Trimming lessens the expense for transporting and handling and most
especially improves the appearance or maintain the good quality of the
products.

Sorting and Grading

Sorting is the process of separating and grouping commodities according

to a set of criteria recognized by the industry or consumer. The set of criteria
are termed standard.

The grade is the unit of classification while the standard defines the
quality requirement of each grade. Quality is usually defined in terms of color,
size, shape, maturity and amount of defects. In grade, there are usually 1-5
grades. Fancy, Grade No. 1, 2, 3 and 4 or off-grade or unclassified. The off-
grades are usually left in the field for the animals.

6
 Honest grading will pay dividends. Graded products of good quality often
sell better than poorly graded products. If the products are intended for export
or for processing plants or for institutional buyers such as hotels, restaurants
and military bases, the grade standards developed by the Bureau of the
Standards have to be followed. Top grades (grades 1-2) are sold to these buyers
at a premium price. Lower grades (grades 3-4) are disposed to public market
for common buyers.

Unmarketable vegetables should be discarded at the farm to avoid

transportation expenses. Vegetables of poorer quality should no be mixed with
those of good quality. This will not only lower the price but will also hasten
deterioration of the good ones.

Packing

This is the practice of putting the produce to appropriate container

before shipping or storing. This promotes efficiency and accurately in shipping
or storing.

Although packing adds additional expenses to the vegetable grower or

middlemen but it prevents considerable losses due to bruises and at the same
time maintains the quality and appearance of the vegetables.

It has been observed that the type of container used may greatly
influence product loss during handling and transport. The best packaging
materials for most vegetables are the crates (wooden or plastic crates) with
lining at the bottom and inner sides to avoid injury of the produce. However, in
trading, polyethylene bags are now commonly used for packing vegetable
products. Do not mix different grades in a container, putting the first class
above and lower class at the bottom of the container. In doing such, your
reputation as a trader will not be questionable and you will be patronized
again.

Curing

This is a technique of subjecting newly dug tubers or roots to

intermediately high temperature and high relative humidity to heal bruised or
wounded produce to prolong storage life. The recommended temperature range
may be from 15-19°C for tubers, sweet potato roots and onion bulbs.

Transporting

Transporting refers to the movement of the harvested vegetables from the

farm, sorting or grading stations, packing house, trading posts, bus stores,

7
warehouses to the point of sale.

More often than not, vegetables are transported in trucks, passenger

jeeps and buses. In this case, much damage is incurred by the product. A
significant observation in transporting that should be looked into and improved
is the practice of traders or merchants in loading packaged vegetables. These
are: 1. indiscriminate throwing of packed vegetables into trucks, jeeps or
buses; 2. tramping of the packs by people handling the loading job, and 3.
putting heavy packs over smaller ones. If these can be minimized, a lot of loss
from vegetable damage maybe saved and the quality of the products will be
preserved.

Storage

The technique of delaying or postponing the distribution, movement or

sale of vegetables is by keeping them in appropriate environment. The purpose
is to control supply, stabilize price and bring our produce when market price is
high. But this technique is not true to all vegetable products because there are
several vegetables that are easily destroyed or perishable that can not be stored
for a long time.

LET US REMEMBER

Harvests that are properly and honestly handled before they are brought
to the market command higher prices.

HOW MUCH HAVE YOU LEARNED?

1. What are the post-harvest technologies in vegetable production? (4

points)
2. Give three (3) examples of mechanical and physiological causes of post-
harvest handling of vegetables. (6 points)

LET US APPLY WHAT YOU HAVE LEARNED

Perform the post-harvest techniques that you have studies in your

project (vegetable production). List down the post-harvest techniques that you
practice on your harvested crops.

8
RESOURCES

pail of water
clean cloth
knife
scissors
baskets
wooden/plastic crates
delivery van
cart
storage facilities

REFERENCES

Asuncion, Jr. Ramon G.; Elementary Agriculture: Saint Mary’s Publishing:

1983.
Asuncion, Jr. Ramon G.; Introduction to Tropical Crop Production: First
Edition Saint Mary’s Publishing. 1976.
Asuncion, Jr. Ramon G. and Castro, U. D.; Producing Quality Seeds the Easy
Way: Saint Mary’s Publishing: Sta Cruz, Manila. 1977.
Asuncion, Jr. Ramon. D. et.al.; Technology and Home Economics 1
Agricultural Arts: Abiva Publishing House, Inc.: Quezon City. 1991
Asuncion, Jr. Ramon D. at.al.: Technology and Home Economics 2 Agricultural
Arts: Abiva Publishing House, Inc: Quezon City. 1991
Cheah Kok Kheong, at.al.; Modern Agriculture for Tropical Schools: Oxford
University Press: 1979
Mendiola, N. B.; Principles of Crop Production. United Circulation, Inc.:
Malabon, Rizal. 1959
Resource Manual on Integrated Production and Pest Management (IPPM) in
Vegetables: World Education (INGO) Philippines, Inc.; Laguna,
Philippines: March 2005
Reyes, P. L.; “Lecture Notes on Field Crop Production” GAUF., Victoneta Park,
Malabon, Metro Manila.
Rivera, Aquilino R.; Home and School Vegetable Gardening: Grace Printing,
Inc.: Laoag City. 1988
Ware, George W. and J.P. McCollum; Producing Vegetables Crops: Second Ed.,
Interlino Printing Co., Inc.: Quezon City 1977

9
LESSON 2

MARKET VEGETABLE PRODUCTS

WHAT IS THIS LESSON ABOUT?

This lesson focuses on marketing of vegetable products. It includes

honesty in the preparation of products for the market and selling of the
products.

WHAT WILL YOU LEARN

At the end of the lesson, you should be able to:

1. practice honesty in the preparation of the products for the market; and
2. market vegetable products.

LET US STUDY

Let us Define

Market – a place where people meet to sell or buy things.

Marketing – the buying and selling of goods or the transfer of goods from one
who produces to the one who uses the goods.
Types of market

A market is a place where people meet to sell or buy things. If the market
is within the town or municipality, it is called local market. In this type of
market, a farmer can sell his farm produce directly to the consumers by
bringing their produce to another town or municipality, this type of market is
called nearby town market.

Marketing involves the methods of selling farm products. In farmer’s

language, marketing is the bringing and selling of goods from the producer to
the consumers.

From this early form of simple exchange comes marketing as we know it

today. We can find this type of people daily not only in our simple local markets
but also throughout the world. But where farming (crops, animals and fish)
predominates, a much wider market is required.

Leafy vegetables and other perishable farm products should be marketed

10
or sold as soon as they are harvested because of the following reasons:
 they can be sold at a better price in the market when still fresh or newly
harvested
 leafy vegetables retain higher amounts of vitamins and minerals when
they are fresh
 fresh leafy vegetables are more attractive to consumers.

Methods of marketing

Marketing is the buying and selling of goods or the transfer of goods from
the producers to the end users. There are several methods or systems of selling
farm products. What method/system to use is mostly of the producer’s
personal choice depending upon what is most convenient for him. In most
cases, this depends upon the present economic situation of the
farmer/producer. These methods are:

1. Retailing directly to consumers. This method of marketing is commonly

used by small-scale growers of farm crops. They sell directly to the consumers
by bringing their products to the local or nearby public markets. They are in
direct contact with the4 end-users and know immediately what they want.
Since the farmer does the job of transporting and marketing his produce from
the farm directly to the consumers, he gets all the profits from his crops.
However, one disadvantage of this method is that the farmer devotes more time
and spends more money on transportation in marketing his own produce; he
could use. Instead, his time and money for improving his farming management
practices.
2. Selling to middlemen or wholesalers. Some farmers sell their produce to
wholesalers or middlemen who come to the farm, harvest the crops themselves
and sell them to the market. In the Philippines, we call this “pakyawan” system
of marketing. This method is advisable when the point of consumption is far
from the point of production. This method assures the farmer of a ready
market and is relieved of the many risks of losing money because of
shrinkages, damages, changes in prices and additional costs of transportation.
However, since the wholesalers are the ones selling the products direct to the
end-users that farmer gets only a small share of what the consumers pay.
3. Selling in the farm. This method is commonly practiced by small-scale farm
crop producers and consumers. Sales are negotiated by sellers and buyers on
face to face and on cash-and-carry basis. Prices are specified at the time of the
sale. Sales are for immediate deli8very or for continuous supply over an
extended period. Through this method the farmer is freed from additional costs
of transportation, but it creates a high risk since the time and method of
harvesting and changes in prices of the produce are unpredictable.

3. Selling through a contracting company. Information and

communication are important aspects of this method of marketing. This

11
 method brings the producer into contract with a company who usually
specifies what farm crops the farmer will raise. Contracts are varied,
from simple, verbal agreements to written documents specifying in detail
the conditions to be fulfilled by both parties. Usually, in the contract,
items such as the following are specified:

 Crops to be planted
 Date of planting
 Time and method of harvesting
 Time of delivery for the continuous supply of the products agreed
upon
 Prices for the produce.

Through this method of marketing, the farmer or producer is

assured of a market for his products; at the same time, he is relieved of
the risks of marketing and changes in prices. However, the farmer is
deprived in some instances of a chance to raise his prices according to
the prevailing prices unless this is specified in the contract.

5. Selling through cooperatives. This method of marketing usually operates

at low3 cost so that a farmer-member gets enough profits and at the same
time, the end-users get cheaper commodities. Marketing through cooperatives
is carried on usually in the barrio or town where farmer-members deliver their
produce at the buying station. Through this method, the members are assured
of a market of their products and are relieved of the risks of marketing
operations. The cooperative marketing method has been proven to be effective
and helpful to producers or consumers with limited capital.

LET US REMEMBER

The fruits of your toil are determined during marketing. Marketing of

vegetables from small scale growers is usually by retailing to the end users
while harvest of commercial vegetable growers is marketed by wholesale
through cooperatives or companies.

12
HOW MUCH HAVE YOU LEANRED?

1. Differentiate retailing from wholesaling.

2. What are the methods of market vegetables?

LET US APPLY WHAT YOU HAVE LEARNED

1. Practice marketing your vegetable products honestly.

2. Conduct a survey about the prevailing market price of vegetables in the
market. Make a list of vegetables in the market and indicate their
prevailing prices. This would be your basis in pricing your own products.

RESOURCES

delivery van
market basket
plastic/wooden crates with liners
polyethylene plastic bags
sacks
weighing scale
plastic bags

13
REFERENCES

Asuncion, Jr. Ramon G.; Elementary Agriculture: Saint Mary’s Publishing:

1983.
Asuncion, Jr. Ramon G.; Introduction to Tropical Crop Production: First
Edition Saint Mary’s Publishing. 1976.
Asuncion, Jr. Ramon G. and Castro, U. D.; Producing Quality Seeds the Easy
Way: Saint Mary’s Publishing: Sta Cruz, Manila. 1977.
Asuncion, Jr. Ramon. D. et.al.; Technology and Home Economics 1
Agricultural Arts: Abiva Publishing House, Inc.: Quezon City. 1991
Asuncion, Jr. Ramon D. at.al.: Technology and Home Economics 2 Agricultural
Arts: Abiva Publishing House, Inc: Quezon City. 1991
Cheah Kok Kheong, at.al.; Modern Agriculture for Tropical Schools: Oxford
University Press: 1979
Mendiola, N. B.; Principles of Crop Production. United Circulation, Inc.:
Malabon, Rizal. 1959
Resource Manual on Integrated Production and Pest Management (IPPM) in
Vegetables: World Education (INGO) Philippines, Inc.; Laguna,
Philippines: March 2005
Reyes, P. L.; “Lecture Notes on Field Crop Production” GAUF., Victoneta Park,
Malabon, Metro Manila.
Rivera, Aquilino R.; Home and School Vegetable Gardening: Grace Printing,
Inc.: Laoag City. 1988
Ware, George W. and J.P. McCollum; Producing Vegetables Crops: Second Ed.,
Interlino Printing Co., Inc.: Quezon City 1977

Y3 MODULE 7 ANSWER KEY

POST-TEST LESSON2
1. D 1. RETAILING IS THE MARKETING OF PRODUCTS TO
2. B END USERS WHILE WHOLESALING IS SELLING
3. D OF GOODS IN LARGE QUANTITIES USUALLY
4. D TO MIDDLE MAN.
5. C 2. A. RETAILING
6. C B. WHOLE SALING
7. A C. SELLING IN THE FARM
8. C D. SELLING THROUGH CONTRACTING COMPANY
9. D E. SELLING THROUGH COOPERATIVE
10. D

LESSON1
1. A. TRIMMING
A. CLEANING

14
B. SORTING
C. GRADING
D. PACKEGING
E. SORTING
2. MECHANICAL LOSSES
A. CUTS
B. CRACKS
C. ABRASION
D. SPLITS
E. BRUISES
F. PUNCTURES
3. PHYSIOLOGICAL LOSSES
A. DECREASE IN THE NUTRITIVE VALUE
B. ROTS
C. DETERIORATION IN TEXTURE, FLAVOR AND AROMA

15
 TABLE OF CONTENTS

CONTENTS PAGE
MODULE 7. Performing post harvest operations of
major lowland and semi-temperate
vegetables………………………….....………… 1

What is this module about?.................................. 1

What will you learn?............................................. 1
What do you already know?.................................. 1

LESSON 1. Conduct post harvest technologies............ 5

What is this lesson about?................................... 5

What will you learn?............................................ 5
Let us study........................................................ 5
Let us remember.................................................. 9
How much have you learned ............................... 9
Let us apply what you have learned..................... 9
Resources............................................................ 9
References........................................................... 9

LESSON 2. Market vegetable products…………………… 11

What is this lesson about?.................................... 11

What will you learn?............................................. 11
Let us study.......................................................... 11
Let us remember................................................... 13
How much have you learned................................. 15
Let us apply what you have learned...................... 15
Resources............................................................. 15
References............................................................ 15
How much have you learned from the module........ 17

16
17
 REPUBLIC OF THE PHILIPPINES
Department of Education
PUBLIC TECHNICAL-VOCATIONAL
HIGH SCHOOLS

COMPETENCY-BASED
LEARNING MATERIAL
THIRD YEAR

HORTICULTURE NC II
Unit of Competency: PERFORM POST HARVEST OPERATIONS OF
MAJOR
LOWLAND AND SEMI-TEMPERATE
VEGETABLES
Module No. 8 Module Title: KEEPING FARM RECORDS AND
ACCOUNTS

0
 MODULE VIII

QUALIFICATION TITLE : HORTICULTURE NC II

UNIT OF COMPETENCY : PRODUCE VEGETABLE
CROPS
MODULE TITLE : KEEPING FARM RECORDS
AND ACCOUNTS
NOMINAL DURATION : 10 HOURS

WHAT IS THIS MODULE ABOUT?

This module deals with the knowledge, skills and attitudes in

keeping farm records and accounts.

WHAT WILL YOU LEARN?

Upon completion of this module, you will learn to:

1. keep farm records and accounts.

WHAT DO YOU ALREADY KNOW?

Pre-Test:

Select the best answers. Write the letter only in your quiz
notebook.

1. Why should you keep farm records and accounts?

a. Farm records and accounts will keep track of all transactions
in the business.
b. It has reliable and updated information on what is going on in
the project.
c. It will show the financial status of the project and reflect
whether or not the project is gaining
d. all of the above

2. This refers to the costs incurred whether or not production takes

place.
a. cash c. fixed costs
b. non-cash d. variable costs

3. These are costs which vary depending on the quantities of

production.
a. cash c. variable costs
b. expenses d. depreciation costs

1
4. This refers to the current money on hand or the money readily
available.
a. cash c. fixed cost
b. expenses d. variable cost

5. These are written statements or collection of facts and figures on a

subject for a definite purpose.
a. cash c. farm accounts
b. farm records d. depreciation cost

2
LESSON 1

KEEP FARM RECORDS AND ACCOUNTS

WHAT IS THIS LESSON ABOUT?

This lesson covers the importance of keeping farm records and

accounts.

WHAT WILL YOU LEARN?

At the end of the lesson, you should be able to:

1. enumerate the importance of keeping farm records and
accounts;
2. keep farm records and accounts; and
3. recognize the value of keeping farm records and accounts.

LET US STUDY

Let us Define

farm records – written statements or collection of facts and figures on a

subject for a definite purpose
farm accounts – written financial statements

Importance of keeping farm records and accounts

Financial, farm operation records and reports are very important in

a business. They enable the project manager to keep track of all
transactions made by the enterprise or project. Thus, the manager has
reliable and updated information on the financial status of the project.
In collecting data for record keeping, request the vegetable grower
to record his farm activities and transactions for a year. Daily recording
is ideal but experience shows that weekly recall and recording has been
found to be satisfactory.

Classification of costs

Costs in production may be classified into four major categories:

1. Fixed costs – refer to costs incurred whether or not production
takes place. The fixed costs in vegetable production would
include land tax, government irrigation fee, and depreciation
and interest charges on equipment such as tractor or irrigation
pump and the maintenance cost of work animals.

3
 2. Variable costs – refer to costs which vary depending on the
quantities of production. Land rent is a variable cost if there is
shared management. Seeds, fertilizers, insecticides, and hired
labor are also examples of variable costs. Other variable costs
would include harvesting and threshing, operating cost for
equipment like the tractor and irrigation pumps and pest
control.
3. Cash – current money in hand or money readily available. It is
the item that most farmers lack, especially before planting.
Farmers resort to borrowing money from various sources to
cover expenses for crop production. Interest of borrowed money
is considered cash. Hired labor is classified under cash.
4. Non-cash – includes interest on operating capital, if the capital
is not borrowed. Likewise, the farmer’s labor and family labor
are non-cash costs.

1. Variable cost 2. Fixed cost

a. cash a. cash
 seeds  irrigation fee
 fertilizers  land tax or land rent
 pesticides  interest on capital
 hired labor and b. non-cash
equipment  care of carabao
 land preparation  care of implements
 planting/transplanting  depreciation of
 care of crop implements
 harvesting & threshing
 hauling
b. non-cash
 family labor
 land preparation
 planting/transplanting
 care of crop
 harvesting & threshing
In computing the net income, consider the gross income, the cost
of production, and the cost of marketing. To get the gross income,
multiply the number of kilograms of your product by the price per kilo.
Determine the total cost of production; include both fixed and variable
costs. Deduct total cost of production from gross income to get net
income.

4
Data to be Collected/Recorded

The farmer cooperator has to keep records and accounts of his

enterprise. Farm records and accounts are written statements of facts
and figures on a subject for a definite purpose. The data to be included
and the sequencing of the data or information depend on your purpose.
They may include data on money, dates and events, or quantities of farm
produce. Examples are
1. inventory record
2. farm sales
3. farm expenses
Farm accounts are written financial statements. Examples are:
4. fertilizer accounts
5. insecticide accounts
Money values are included in these accounts from purchase
records, fertilizer records and insecticide records.

Example of records

SALES RECORD
Unit Total
Date Unit Description
Value Value

FARM OPERATIONS RECORD

Cost of labor
Date Activity
man/day man-animal/day

INSECT/DISEASE CONTROL RECORD

Name of Name of Pests Control
Vegetable Remarks
Insect Disease attacked Measure

5
LET US REMEMBER

To keep track of what is happening in your business, you should

keep farm records and accounts. Farm records and accounts will inform
you whether or not your business is gaining.
Honesty and diligence should always be practiced in keeping
records to ensure the success of your business.

HOW MUCH HAVE YOU LEARNED?

Put a check mark in the appropriate column where vegetable

production expenses are classified.
Expenses Fixed Variable Non-
Cash
Cost Cost Cash
1. seeds
2. family labor
3. fertilizer
4. irrigation fee
5. rent of carabao
6. maintenance of
implements
7. land tax/rent
8. pesticides
9. depreciation
10. harvest & threshing

LET US APPLY WHAT YOU HAVE LEARNED

A. Prepare the following records to where you record your data.

1. Record of farm operations (from land preparation to harvesting)
2. Record of sales
B. Update your record regularly. Present your record to your teacher for
approval.

RESOURCES

reference
farm records
6
REFERENCES

Asuncion, Jr. Ramon G.; Elementary Agriculture: Saint Mary’s

Publishing: 1983.
Asuncion, Jr. Ramon G.; Introduction to Tropical Crop Production: First
Edition Saint Mary’s Publishing. 1976.
Asuncion, Jr. Ramon G. and Castro, U. D.; Producing Quality Seeds the
Easy Way: Saint Mary’s Publishing: Sta Cruz, Manila. 1977.
Asuncion, Jr. Ramon. D. et.al.; Technology and Home Economics 1
Agricultural Arts: Abiva Publishing House, Inc.: Quezon City. 1991
Asuncion, Jr. Ramon D. at.al.: Technology and Home Economics 2
Agricultural Arts: Abiva Publishing House, Inc: Quezon City. 1991
Cheah Kok Kheong, at.al.; Modern Agriculture for Tropical Schools:
Oxford University Press: 1979
Mendiola, N. B.; Principles of Crop Production. United Circulation, Inc.:
Malabon, Rizal. 1959
Resource Manual on Integrated Production and Pest Management (IPPM)
in Vegetables: World Education (INGO) Philippines, Inc.; Laguna,
Philippines: March 2005
Reyes, P. L.; “Lecture Notes on Field Crop Production” GAUF., Victoneta
Park, Malabon, Metro Manila.
Rivera, Aquilino R.; Home and School Vegetable Gardening: Grace
Printing, Inc.: Laoag City. 1988
Ware, George W. and J.P. McCollum; Producing Vegetables Crops:
Second Ed., Interlino Printing Co., Inc.: Quezon City 1977

7
POST TEST

1. Why should you keep farm records and accounts?

a. Farm records and accounts will keep track of all transactions in
the business.
b. It has reliable and updated information on what is going on in
the project.
c. It will show the financial status of the project and reflect
whether or not the project is gaining.
d. all of the above
2. This refers to the costs incurred whether or not production takes
place.
a. cash c. fixed costs
b. non-cash d. variable costs
3. These are costs which vary depending on the quantities of
production.
a. cash c. variable costs
b. expenses d. depreciation costs
4. This refers to the current money on hand or the money readily
available.
a. cash c. fixed cost
b. expenses d. variable cost
5. These are written statements or collection of facts and figures on a
subject for a definite purpose.
a. cash
b. farm records
c. farm accounts
d. depreciation cost

Y3 MODULE8 ANSWER
KEY

LESSON1
1. D
2. C
3. C
4. A
5. B

8
 TABLE OF CONTENTS

CONTENTS PAGE
MODULE 8. Keeping farm records and accounts……… 1

What is this module about?.................................. 1

What will you learn?............................................. 1
What do you already know?.................................. 1

LESSON 1. Keep farm records and accounts…............ 3

What is this lesson about?................................... 3

What will you learn?............................................ 3
Let us study........................................................ 3
Let us remember.................................................. 6
How much have you learned ............................... 6
Let us apply what you have learned..................... 6
Resources............................................................ 6
References........................................................... 7
How much have you learned from the module........ 8

9
10