COMPETENCY-BASED LEARNING MATERIALS

Sector: AGRICULTURE AND FISHERIES

Qualification Title: AGRICULTURAL CROP PRODUCTION NC III

Unit of Competency: ESTABLISH AGRONOMIC CROPS

Module Title: ESTABLISH AGRONOMIC CROPS

VOCATIONAL ARTS SCHOOL OF ILOCOS SUR, INC.

Brgy. Pug-os, Cabugao, Ilocos Sur

HOW TO USE THIS LEARNER’S GUIDE

Date Developed: Document No.
October 2018 Issued by:
Trainers
Methodology Page 1 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
Welcome to the learners guide for the module: ESTABLISH AGRONOMIC CROPS

This learner’s guide contains training materials and activities for you
to complete. The unit of competency ESTABLISH AGRONOMIC CROPS
contain the knowledge, skills and attitude required for Agricultural Crops
Production with National Certificate Level (NCIII).
You are required to go, through a series of learning activities in order
to complete each learning outcomes of the module. In each learning outcome
there are information sheets, resource sheets, and reference material for
further reading to help you better understand the required activities. Follow
this activities on your own and answer the self-check at the end of each
learning outcome.

 Information Sheet- this will provide you information (concepts,

principles and other relevant information) needed in performing
learning activities.

 Operation Sheet- this will provide you single task, operation or

process in a job.

 Job Sheet- this is designed to guide you how to do that will contribute
performing

 to the attainment of the learning outcome.

 Assignment Sheet- is to guide you to enhance what you have learned

in the information sheet, operation sheet or job sheet.

 Work Sheet- are different forms that you need to filling up in certain
activities that you performed.

Upon completion of this module, study the evidence plan at the end of
the last learning elements of this module then ask your trainer to asses
you. You will be given a certificate of completion as a proof that you have
met the standard requirements (knowledge, skills and attitude) for this
module. The assessment could be made in different methods, as
prescribed, in the competency standard.
If you have questions, do not hesitate to ask your trainer/s for
assistance.

RECONITION OF PRIOR LEARNING (RPL)

Date Developed: Document No.
October 2018 Issued by:
Trainers
Methodology Page 2 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
 You may have some of most of the knowledge and skills covered in
this learner’s guide because you have
 Been working for some time

 Already completed your training in this area

The evidences for recognition of prior are presented if:

 You can demonstrate to your trainers that you are competent in
particular skills, you don’t have to do the same training again.

 If you feel you have of the skills, talk to your trainers about

Having them, formally recognized.

 If you have qualification or Certificates of Competence from previous
trainings show it to your trainer

 If the skills you acquired are still relevant to the module, they may
become part of the evidence you can present for RPL.

At the end of the learner’s guide there is a learner’s diary to record.

Important dates, jobs undertaken and other workplace event that will assist
you in providing further details to your trainers or assessor. A Record of
Achievement is also provided for your trainers to complete once you
complete the module.
This module was prepared a source of information for you to acquired
knowledge and skills to Food and Beverage Services to achieve required
competency, ESTABLISH AGRONOMIC CROPS independently and at your
own pace.

1. Take Pre-assessment to evaluate your skill, and knowledge in

preparation for post and final assessment.

2. Talk to your trainer and agree on you how both recognize the training.

3. Work through all information and complete the learning activities in

each learning outcome. Read information sheet and complete the self-
check suggested in your resources which are in coded in the resource
materials.

4. You trainer will be your facilitator to assist your needs in completing

your activities.

Date Developed: Document No.

October 2018 Issued by:
Trainers
Methodology Page 3 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
5. The trainer will tell you about the important things needed to
accomplish the learning activities.

6. You are given an opportunity to study and master the module at your
own convenient pace and time.

7. You can gather other information/ at through interview, research and

talk to more experienced work master.

8. You can ask your trainer to observe your activity outline in the
learning guide.

9. As you work through your activities you should open for your trainer’s
feedback on your progress.

10. Upon completion of the module you should feel free and confident to
ask for final assessment. The result of your assessment will be recorded
in your Competency Achievement Record.

Date Developed: Document No.

October 2018 Issued by:
Trainers
Methodology Page 4 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
 List of Competencies

No. Unit of Competency Module Title Code

Preparing land for

Prepare land for agricultural
1. agricultural crop AGR611310
crop production
production

Implement post-harvest Implementing post-AGR611311

2.
program harvest program

Implement plant nutrition Implementing plantAGR611312

3.
program nutrition program

4. Control weeds Controlling weeds AGR611313

Prepare and apply Preparing and applying

AGR611314
5.
chemicals chemicals

Establishing AGR611320
6. Establish agronomic crops
agronomic crops
Undertake agronomic crop
maintenance activities Undertaking agronomic
7. crop maintenance AGR611321
activities
AGR611322
Undertaking agronomic
Undertake agronomic crop
8. crop harvesting
harvesting activities
activities

Date Developed: Document No.

October 2018 Issued by:
Trainers
Methodology Page 5 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
 Save, prepare and store Saving, preparing and
AGR611323
9.
agricultural seed storing agricultural seed
Implement vertebrate pest
control program Implementing vertebrate
AGR611324
10.
pest control program

MODULE CONTENT

UNIT OF COMPETENCY: ESTABLISH AGRONOMIC CROPS

MODULE TITLE: ESTABLISH AGRONOMIC CROPS
MODULE DESCRIPTOR:
This module details with the knowledge and skills required for the process
of implementing a post-harvest program for horticultural crops including
grading, treating, packing and storing harvested produce. Implementing a
post-harvest program is likely to be carried out under limited supervision
from others with checking only related to overall progress. The work
requires the application of extensive horticultural knowledge and a broad
range of horticultural skills. The post-harvest program usually follows
established routines, methods and procedures where some discretion and
judgment is required.

NOMINAL DURATION: 44 Hours

LEARNING OUTCOMES:
At the end of this module you MUST be able to:
 LO1. Prepare machinery and equipment for use
 LO2. Prepare for agronomic crop establishment
 LO3. Sow the crop
 LO4. Complete seeding operations

ASSESSMENT CRITERIA:
1.1 Machinery and equipment is selected and confirmed against the work plan
and prepared to manufacturer’s specifications.
1.2 Equipment is securely attached and calibrated for operation to manufacturer’s
specifications.
1.3 Existing and potential OHS hazards in the workplace are identified, risks
assessed and controlled in line with farm requirements.

Date Developed: Document No.

October 2018 Issued by:
Trainers
Methodology Page 6 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
2.1 Soil and weather conditions are monitored for optimal seeding conditions.
2.2 Soil conservation and sustainable land management practices and
procedures are recognized and confirmed in accordance with farm
requirements and environmental concerns.
2.3 Seeding, fertilizer, and pest and weed control requirements are confirmed
against the work plan and prepared to manufacturers specifications using safe
handling procedures.
2.4 Contingency plans are prepared for unusual seasonal conditions and
pest/disease outbreaks.
3.1 Suitable personal protective clothing and equipment is selected, used and
maintained in accordance with OHS requirements.
3.2 Seeding and fertilizer applications are carried out in line with the work plan.
3.3 Pest and weed control treatment is coordinated with seeding and fertilizer
applications as required.
3.4 Environmental implications associated with sowing operations are
identified, assessed and controlled in line with farm requirements.
4.1 Seeding, machinery and equipment operation records are maintained in
accordance with farm requirements.
4.2 Machinery and equipment damage, malfunctions or irregular performance are
reported in line with farm requirements.
4.3 Machinery and equipment is cleaned, secured and stored in line with
manufacturer’s specifications and farm requirements.

Date Developed: Document No.

October 2018 Issued by:
Trainers
Methodology Page 7 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
 LEARNING OUTCOME
Prepare machinery and equipment for use NO.1

Contents:

1.1 Machinery and equipment is selected and confirmed against the work plan
and prepared to manufacturer’s specifications.
1.2 Equipment is securely attached and calibrated for operation to manufacturer’s
specifications.
1.3 Existing and potential OHS hazards in the workplace are identified,
risks assessed and controlled in line with farm requirements.

Assessment Criteria:

Machinery and equipment in farm requirements.

Conditions:
The participants will have access to:

1. Printed materials

Assessment Method:

WRITTEN TEST
PERFORMANCE TEST
ORAL QUESTRIONING/ ORAL INTERVIEW

Date Developed: Document No.

October 2018 Issued by:
Trainers
Methodology Page 8 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
 Learning Experiences
Learning Outcome 1
Prepare machinery and equipment for use
Learning Activities Special Instructions
Read Information sheet 1.1-1 If you have some problem on the
Plowing to “till” or dig-up, mix, and content of the information sheets
overturn the soil. don’t hesitate to approach your
trainer.

If you feel that you are now

knowledgeable sheets, you can now
answer self-check provided in the
module.
Answer self-check 1.1-1 Plowing to Compare your answer to the
“till” or dig-up, mix, and overturn answer key 1.1-1. If you got 100%
the soil. correct answer in this self-check,
you can now move to the next
information sheet. If not review the
information sheet and go over the
self-check again.
Perform task sheet 1.1-1 Plowing to Follow the step by step procedures
“till” or dig-up, mix, and overturn on task sheet 1.1-1 to ensure
the soil. positive performance.
Evaluate demonstration by using Trainees who passed to the next
performance check list 1.1-1 information sheet.
Those who failed go back and
review the Task Sheet.
Read Information sheet 1.1-2 on If you have some problem on the
Harrowing to break the soil clods content of the information sheets
into smaller mass and incorporate don’t hesitate to approach your
trainer.
plant residue.
Date Developed: Document No.
October 2018 Issued by:
Trainers
Methodology Page 9 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
 If you feel that you are now
knowledgeable sheets, you can now
answer self-check provided in the
module.

Answer self-check 1.1-2 on Compare your answer to the

Harrowing to break the soil clods answer key 1.1-2. If you got 100%
into smaller mass and incorporate correct answer in this self-check,
plant residue. you can now move to the next
information sheet. If not review the
information sheet and go over the
self-check again.
Read Information sheet 1.1-3 on If you have some problem on the
Leveling the field. content of the information sheets
don’t hesitate to approach your
trainer.

If you feel that you are now

knowledgeable sheets, you can now
answer self-check provided in the
module.

Answer self-check 1.1-3 on Leveling Compare your answer to the

the field. answer key 1.1-3. If you got 100%
correct answer in this self-check,
you can now move to the next
information sheet. If not review the
information sheet and go over the
self-check again.

Date Developed: Document No.

October 2018 Issued by:
Trainers
Methodology Page 10 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
 Information Sheet 6.1-1
Prepare machinery and equipment for use
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Describe an ethical procedures in preparing land for agricultural crop
production.

INTRODUCTION:
This Information sheet will cover the establish agronomic crops
through prepare machinery and equipment for use.

Why are agricultural machinery and equipment important?

• Agricultural machinery and equipment help farmers produce the
goods that consumers want and need.
• Without the proper machinery and equipment, farmers would not be
efficient enough to provide the food, clothing, and shelter that we
need.
• Hundreds of years ago, the population was made up of primarily
farmers and ranchers.
Date Developed: Document No.
October 2018 Issued by:
Trainers
Methodology Page 11 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
 • Now, a very small percent of the population is responsible for
producing the food and fiber used today.
• Machinery and equipment allow this to be possible.
• Because of the high technology with machinery and equipment, in
some countries one farmer produces enough food to feed over 100
people.
• Using power only from humans or horses would not produce nearly
this amount.
• Machinery and equipment reduce the amount of hard labor needed
for farmers to do their work.
• Jobs are easier and take less time when machinery and equipment
are used.
• Machinery and equipment also help farmers produce larger amounts
of higher quality livestock and grain products.

Different machinery and equipment are used in every area of

the agricultural industry.
– Livestock production
– Horticulture
– Forestry
– Crop production

Livestock Production
Livestock is commonly defined as domesticated animals
raised in an agricultural setting to produce labor and
commodities such as meat, eggs, milk, fur, leather, and
wool.
• Machinery and equipment can be used to help
producers care for and manage their livestock.
• Milking machines, automated feeding and watering systems, incubators,
egg Candler’s, tractors, computers, and many other types of machinery and
equipment can be used by the producer to improve efficiency and quality of
products.

Date Developed: Document No.

October 2018 Issued by:
Trainers
Methodology Page 12 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
Horticulture
Horticulture has been defined as the culture of plants, mainly for food, materials,
comfort and beauty. Horticulturists apply knowledge, skills, and technologies to grow
intensively produced plants for human food and non-food uses and for personal or
social needs. Their work involves plant propagation and cultivation with the aim of
improving plant growth, yields, quality, nutritional value. They work as gardeners,
growers, therapists, designers, and technical advisors in the food and non-food
sectors of horticulture.
• Machinery and equipment are very important in the horticulture industry.
• Lawnmowers, tillers, sprayers, spreaders, irrigation systems, wood
chippers, lawn rollers, leaf blowers, computers, and tractors are all vital
pieces of machinery and equipment used by horticulturalists.

Pesticide Sprayer Lawnmower with Utility Cart

Rotary Tiller

Forestry
Forestry is a practice of planting, managing, and caring for forests.
• The forestry industry relies on machinery and equipment to function.
• Log trucks, skidders, loaders, cutters, harvesters, chainsaws, computers,
and surveying equipment are all necessary for efficient forestry operations.

Chainsaw Skidder

Date Developed: Document No.

October 2018 Issued by:
Trainers
Methodology Page 13 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
Crop Production
is a plant or animal product that can be grown and harvested extensively for profit or
subsistence. Crop may refer either to the harvested parts or to the harvest in a more
refined state.
• Tilling, planting, applying pesticides and fertilizers, and harvesting all
require specialized machinery and equipment.
• Plows, planters, drills, sprayers, spreaders, combines, balers, computers,
tractors, grain trucks, and many other types of machinery and equipment
are necessary to produce crops effectively.

Tractor Planter Spreader

Combine
Plow

Date Developed: Document No.

October 2018 Issued by:
Trainers
Methodology Page 14 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
What machinery and equipment are used in producing crops?
• Tractor • Tillage equipment • Planting equipment • Application equipment
• Harvesting equipment

• A tractor is a motorized vehicle that is used to pull heavy loads and to

provide power to operate implements. A tractor can be used for many
different jobs. – The first types of tractors ran on steam and were hard to
maneuver.
– Before tractors were invented, farmers would have to use horses to pull
heavy equipment.
– Because of their powerful engines and large tires, tractors are able to pull
other pieces of machinery through fields. 39 Tractor – Tractors can be used
to pull and power some implements. An implement is a tool or piece of
equipment used to do work.
There are two main types of tractors
• A wheeled tractor is a tractor that usually has four or more wheels that
turn and move the tractor.
• A crawler tractor is a tractor that has steel or rubber
tracks fitted around the wheels that make the tractor
move.

Tillage Equipment
• Tillage equipment is equipment used to plow or till the soil. It slices,
breaks, or cuts the soil in order to prepare the ground, control weeds, or
create mulch. The tillage equipment used depends on the type of soil and
the crop that is to be grown. Tillage equipment includes plows, harrows, and
cultivators.
– A plow is an implement used to cut, lift, and turn over soil. It is commonly
used to prepare the soil for planting. There are various types of plows and
the one most commonly used in many countries is the moldboard plow.
– A harrow is an implement with spikes or disks that is used to cultivate
the soil by pulverizing and smoothing it.
– A cultivator is an implement used to loosen the soil and control weeds
between rows of growing crops.

Planting Equipment
• Planting equipment is equipment used to place seeds in the soil for
germination. It must be properly adjusted so the right amount of seed is
Date Developed: Document No.
October 2018 Issued by:
Trainers
Methodology Page 15 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
planted at the proper depth in the soil. Planting equipment includes
planters and drills.
• A planter is an implement used to place seeds in the soil at the proper
rate, depth, and spacing.
– The planter opens a small furrow, drops and covers the seeds, and
lightly compacts the soil over the seeds.
– Corn, cotton, and many vegetable crops are planted with planters.
– Before this machine was invented, farmers would have to dig rows
and plant the seeds by hand.

• A drill is an implement used to plant seeds for

germination.
– The drill opens the soil, places the seeds,
and covers the seeds.
– Drills can be used to plant seeds in
plowed or unplowed land.
– Soybeans, wheat, oats, and rye grass are
examples of crops that are commonly planted with
drills.

Application Equipment
• Application equipment is equipment used to apply fertilizer, pesticides,
growth regulators, and other materials to crops. It must be properly
calibrated and operated so the right amount of material is delivered. The
equipment may use dry or liquid materials. Application equipment includes
sprayers and dusters.
• A sprayer is a piece of equipment that uses tanks,
pumps, and nozzles to apply liquid
materials.
• A duster is a piece of equipment
used to apply dry powder materials.

Harvesting Equipment
• Harvesting equipment is equipment used to pick, reap, or otherwise
gather crops. Different types of crops require different types of equipment.
Harvesting equipment includes combines, pickers, balers, and mowers.
• A combine is a machine used to harvest crops as it moves across a field. –
The head of the combine runs through the crop rows and cuts the stalks of
Date Developed: Document No.
October 2018 Issued by:
Trainers
Methodology Page 16 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
the plants. The plants are then pulled through the machine and the grain is
separated from the plant material.
– Corn, soybeans, wheat, barley, and rice are typically harvested with
combines.
• A picker is a machine used to harvest crops by picking.
Cotton is the most common crop harvested with a picker.
• A mower is a piece of equipment used to cut
standing vegetation. Mowers are used to harvest
forage crops, such as grass and alfalfa. After mowing,
the crop may be left in rows to dry and be picked up
by a baler.
• A baler is a piece of equipment used to harvest
forage crops that have been cut, dried, and placed
in rows. The baler is pulled behind a tractor and
picks the dried vegetation up off the ground.
Inside the baler, the material is tightly packed or
wound into round or rectangular bales. When the
bale reaches the proper size, the machine wraps
the bale with wire or twine to secure it.

Tools- can be divided into two main groups: hand tools and power tools.
Hand tools are operated by the physical strength of the user. Power tools
require an external source of power such as electricity or compressed air to
operate.

Date Developed: Document No.

October 2018 Issued by:
Trainers
Methodology Page 17 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
Electrical tools These tools are used in smaller factories where the
operation of a compressor is deemed uneconomical. Most static tools such
as bench grinders and drill presses operate on electricity. With the
increasing use of rechargeable battery or cordless drills, electrical tools can
be used well away from a mains power supply.
The advantage of power tools over hand tools is that they do not rely entirely
on the physical strength of the operator to do the job at hand. Power tools
are often much faster and, in some cases, more accurate than hand tools. It
would be difficult to operate a business without the use of power tools.
However, the disadvantages of power tools are the increased risk of injury if
not used properly and elevated noise levels.
There are four types of power used to drive portable power tools:
• electric • pneumatic (air) • hydraulic • explosive.

Pneumatic tools Commonly called air tools, these

operate at higher revolutions per minute (RPM) than
electrical tools and therefore do the work more quickly.
Pneumatic tools alleviate some of the common dangers
associated with using electrical tools such as having
electrical leads running across workshop floors, dangers
associated with working in damp or wet conditions and
sparking of the machines in volatile fume areas such as
paint workshop areas. Pneumatic tools are lighter to handle
than those powered by electricity.

Hydraulic tools Common jacks such as

bottle jacks and trolley jacks use hydraulic
power. Hydraulic power is slow when compared
to other forms of power but it is able to deliver
the very high pressures required to lift trucks
(trolley jacks) or bend heavy pipe (hydraulic
pipe bender)

Trolley jack • Before using a trolley jack, if possible,

place the vehicle on a hard level surface. Chock the wheels
which remain on the floor.
• Apply the vehicle’s hand brake.
• For an automatic transmission vehicle, select ‘park’. For
a manual transmission, place in first gear.
Date Developed: Document No.
October 2018 Issued by:
Trainers
Methodology Page 18 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
• Most vehicles have jacking points, which must be
used to avoid damage to the vehicle when using
jacks. Refer to the manufacturer’s manual if you are
unsure where these points are located.

Explosive tools A license is required to

operate portable explosive tools. Explosive tools
can fire fasteners such as threaded studs into a
steel main runner without the need to drill a hole.
These devices use an explosive charge (the
cartridge) to fire a projectile (the fastener) into the
material.

Grinding and sanding tools Tools that

grind or sand away material use an abrasive
action. These tools are available as air-powered
or electrical-powered tools and increasingly as
fully portable battery-powered tools. The most
common abrading tools are angle grinders,
vertical grinders, straight grinders, sanders and
polishing buffs.

Measuring tools these instruments may range

from simple objects such
as rulers and stopwatches to electron
microscopes and particle accelerators. Virtual
instrumentation is widely used in the
development of modern measuring instruments.

Cutting tool must be harder than the material which is to be

cut, and the tool must be able to withstand the heat generated in
the metal-cutting process.

Date Developed: Document No.

October 2018 Issued by:
Trainers
Methodology Page 19 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
Fastener tools are often the first to be selected for the handyman's toolbox. They
are simply tools that help you apply fasteners, such as nails, bolts, and adhesives.
Fastener tools include hammers, screwdrivers, pliers, and clamps. Here's an
overview:

Gripping and clamping a clamp is a

fastening device used to hold or secure
objects tightly together to prevent movement or
separation through the application of inward
pressure.

Date Developed: Document No.

October 2018 Issued by:
Trainers
Methodology Page 20 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
 Self-Check .1-1
Prepare machinery and equipment for use
I. Identification.
Identify the following questions. Write your answer on the space provided
before each number.
_____________1. commonly defined as domesticated animals raised in an
agricultural setting.
_____________2. defined as the culture of plants, mainly for food, materials, comfort
and beauty.
_____________3. is a practice of planting, managing, and caring for forests?
_____________4. is a plant or animal product that can be grown and harvested
extensively for profit or subsistence.
_____________5. are operated by the physical strength of the user.
_____________6. an external source of power such as electricity or
compressed air to operate.
_____________7. must be harder than the material which is to be cut, and the
tool must be able to withstand the heat generated in the metal-cutting
process
_____________8. is a piece of equipment that uses tanks, pumps, and nozzles
to apply liquid materials.
_____________9. is equipment used to pick, reap, or otherwise gather crops.
_____________10. is a motorized vehicle that is used to pull heavy loads and
to provide power to operate implements?

Date Developed: Document No.

October 2018 Issued by:
Trainers
Methodology Page 21 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
 ANSWER KEY 6.1-1
Prepare machinery and equipment for use
I. Identification.
Identify the following questions. Write your answer on the space provided
before each number.

1. Livestock Production

2. Horticulture

3. Forestry

4. Crop Production

5. Hand tools

6. Power tools

7. Cutting tool

8. Sprayer

9. Harvesting equipment

10. Tractor

Date Developed: Document No.

October 2018 Issued by:
Trainers
Methodology Page 22 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
 TASK SHEET 6.1-1
Title: Prepare machinery and equipment for use

Performance Objective:
Given required supplies and materials you should be able to:
1. Demonstrate the ethical and professional attitude.
2. Assess the efficiency of service in real-life application.

Supplies/Materials : Printed materials

Equipment : Plow, harrow

Steps/Procedure:
1.
2.
3.
Assessment Method:
 Interview(oral/questionnaire)
 Observation
 Demonstration of practical skills

Date Developed: Document No.

October 2018 Issued by:
Trainers
Methodology Page 23 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
 Performance Criteria Checklist 6.1-1
Prepare machinery and equipment for use
CRITERIA
YES NO
Did you….
1. Did you show a positive attitude when doing the
task?
2. Did you impart all the knowledge that have
learned?
3. Did you apply all the skills you gained?

Date Developed: Document No.

October 2018 Issued by:
Trainers
Methodology Page 24 of
Developed by: VOCATIONAL ARTS
Level I vii
John Marion G. Castillo SCHOOL OF ILOCOS
SUR, INC.
 Information Sheet 6.1-1a
Machinery and equipment in farm requirements
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Describe an ethical procedure in preparing land for agricultural crop
production.

INTRODUCTION:
This Information sheet will cover the prepare machinery and equipment for
use production through machinery and equipment in farm requirements.

Agricultural Machinery devices used to till soil and to plant, cultivate,

and harvest crops. Since ancient times, when cultures first began
cultivating plants, people have used tools to help them grow and harvest
crops. They used pointed tools to dig and keep soil loosened, and sharp,
knifelike objects to harvest ripened crops. Modifications of these early
implements led to the development of small hand tools that are still used in
small-scale gardening, such as the spade, hoe, rake, trowel, and scythe, and
larger implements, such as plows and larger rakes that are drawn by
humans, animals, or simple machines.
Farm machinery, mechanical devices, including tractors
and implements, used in farming to save Laboure. Farm machines
include a great variety of devices with a wide range of complexity.
Agricultural farming products and equipment concerns all tools and
machinery used in horticulture and animal husbandry. A wide variety of
equipment and products are required based on the industries and
operations of a particular farm.
Farm equipment is any kind of machinery used on a farm to help with
farming. The best known example is a tractor. There are also many other
farm implements.

Machinery and Equipment Storage Buildings

There are numerous precautions that should be observed when storing
machinery on the farm. They include:
 Buildings where machinery and power tools are stored should be
located far enough away from structures that house livestock and hay
in case of fire.
 Fuel storage tanks should preferably be located below ground, and a
minimum of 40 feet from the nearest structure. Fuel cannot be stored
in the same structure as machinery or power tools. Tanks should be
properly vented. If above ground, the area around the tank should be
free of litter, weeds and any fuel spills that could aid in starting or
accelerating the spread of a fire. Fuel tanks should be adequately
protected from being struck by machinery. An approved fire
extinguisher should be located near all fuel pumps and tanks.
  Electrical lines coming into the building should be high enough to
allow equipment to pass underneath.
 Electrical systems in machine sheds should be sufficient for the power
tools and equipment that will require the use of electric current.
 Electric outlets should be of the three-prong grounded type.
 Machinery storage buildings should not be used to store debris.
 Doors on machine sheds should be wide enough for machinery to
safely pass through without being caught. Doors also need to pull or
slide open and close freely in case of an emergency.
 Exits should be clearly marked.
 Doors should be lockable to keep out children and unwanted visitors.
 Floor surfaces should be level and smooth, free of bumps and
protruding rocks.
 Equipment should be parked so there is enough space for a person to
walk completely around it.
 Buildings should have adequate ventilation for the starting or running
of an engine within the structure. Engines should not be left running
inside a building for a prolonged period of time unless the exhaust is
properly vented.
 All tools and accessory equipment should be kept picked up and stored
in their proper place, e.g., air hoses, oil cans, spare tires, jacks.
 Keys should always be removed from all equipment or machinery to
prevent children or unauthorized people from starting them.
 Do not allow non-employees inside the machine shed. Children should
never be allowed to play around or inside the machine shed or on farm
machinery itself.

Hand Tools
There is no means to describe the importance of hand tools such as shovels,
rakes, scythes, picks, hoes, and the hundreds of other instruments for all
the tasks requiring attention on a farm. The abilities of these instruments
are often mechanized to reduce individual labor, but they remain vital to
small and unique tasks. Also included are power tools such as drills, saws,
sanders, and more.

SOURCES OF FARM POWER AND MECHANIZATION

Various types of agricultural operations performed on a farm can be broadly

classified as:

1. Tractive work such as seed bed preparation, cultivation, harvesting

and transportation, and
 2. Stationary work like silage cutting, feed grinding, threshing,
winnowing and lifting of irrigation water.

These operations are performed by different sources of power namely,

human, animal, stationary engine, tractor, power tiller, electricity, solar and
wind. For doing these operations different types of power available is
classified as:

 Human power
 Animal power

 Mechanical power

 Electrical power

 Wind power
HUMAN POWER: The indications are that the decline in number of laborer’s
employed for agriculture is likely to increase in future resulting a greater
investment in Laboure saving devices and mechanical power.

Laboure (Human Energy) on Farms : Laboure is one of the most important

sources of farm power in regions where traditional system of agriculture is
practiced. On small farms, high proportion of Laboure is supplied by the
farmer and his family. Only to meet the peak and permanent Laboure
requirements, the hired laborers are employed.

On small farm having very little spare capital to buy appropriate type of
hand tools and animal drawn equipment, both Laboure use efficiency and
productivity are very low. Laboure use efficiency can be improved by
engaging Laboure in a group where sequence of operations demands
teamwork for effective output. In the absence of the team, single man would
waste other energies, which might result into higher cost of operation. For
example, a power thresher operation always demands a team effort for
efficient utilization of expensive resources i.e., thresher, cleaner, the prime
mover, etc.

ANIMAL POWER: Animal power is the most important source of power on

the farm all over the world particularly in developing countries. It is
estimated that nearly 80 per cent of the total draft power used in agriculture
throughout the world is still provided by animals. Different animal sources
are:

 Bullocks- can pull of about 15% of its weight

 Buffaloes

 Camels

 Horses

 Donkeys-can pull 80 % of its weight for short period and 10-15%

of its weight for sustainable period.

 mules
  and elephants
The average force a bullock can exert is nearly equal to one tenth of its body
weight. But for a very short period, it can exert many more times the average
force. Generally, a medium size bullock can develop between 0.50 to 0.75
hp.

MECHANICAL POWER

The third important source of farm power is mechanical power that is

available through tractors and stationary engines. The engine is a highly
efficient device for converting fuel into useful work. The efficiency of diesel
engine varies between 32 and 38 per cent, whereas that of the petrol engine
in the range of 25 and 32 per cent. In recent years, diesel engines and
tractors have gained considerable popularity in agricultural operations.
Small pumping sets within 3 to 10 hp range are very much in demand.
Likewise, engines of low to medium speed developing about 14 to 20 hp are
successfully used for flourmills, oil expellers etc. Diesel engines of the larger
size are used on tractors. Diesel engines are the main source of power in
agriculture. The basic reason for their preference is the economy in
operation.

ELECTRICAL POWER

Now-a-days electricity has become a very important source of power on

farms in various countries. It is steadily becoming more and more available
with the increase of various river valley projects and thermal stations. The
largest use of electric power in the rural areas is for irrigation and domestic
water supply. Besides this, the use of electric power in dairy industry, cold
storage, fruit processing and cattle feed grinding has tremendously
increased.

WIND POWER
The availability of wind power for farm work is quite limited. Where the wind
velocity is more than 32 km/h, wind mills can be used for lifting water. The
most important reason of its low use is its uncertainty. Thus, the average
capacity of a wind mill would be about 0.50 hp. It is one of the cheapest
sources of farm power available.
AGRICULTURAL MECHANIZATION involves the design, manufacture,
distribution, use and servicing of all types of agricultural tools, equipment
and machines. It includes three main power sources: human, animal and
mechanical with special emphasis on mechanical (tractive power).
FARM MECHANIZATION: is technically equivalent to agricultural
mechanization but refers to only those activities normally occurring inside
the boundaries of the farm unit or at the farm unit level (example: village,
community, co-operatives etc).
AGRICULTURAL MACHINERY: is a general term used to describe tractors,
combines, implements, machines and any other device more sophisticated
than hand tools which are animal or mechanically powered.
AGRICULTURAL IMPLEMENTS: are devices attached to, pulled behind,
pushed, or otherwise used with human, animal or mechanical power source
to carry out an agricultural operation.
AGRICULTURAL EQUIPMENT: generally, refers to stationary mechanical
devices such as irrigation pump-set.

Irrigation engineer: As an irrigation engineer, you create watering

systems for challenging projects. Typically your focus is agricultural crops,
but you also work on other major projects such as dams, canals, or
drainage systems. Projects vary in terms of duration and construction
requirements.

Drainage engineer: agricultural drainage system is a system by

which water is drained on or in the soil to enhance agricultural production
of crops. It may involve any combination of stormwater control, erosion
control, and water table.

TRACTORIZATION: refers to the application of any size tractor to activities

associated with agriculture.
MOTORIZATION: refers to the application of all types of mechanical motors
or engines, regardless of energy source, to activities related to agriculture.
Trans planter
These were long considered a tool of the large-scale
farmer, but handheld trans planters are now available—in
addition to the tractor-pulled transplants—that make
small-scale farmers’ lives easier. Of course, the original
trans planter was the farmer’s hand, and probably
everyone reading this has put plants in the ground using
a spade. There are also handheld transplants, which let
you put transplants into the ground without bending over
and digging in the dirt.

Tractor
is an engineering vehicle specifically designed to
deliver a high tractive effort at slow speeds, for the
purposes of hauling a trailer or machinery used
in agriculture or construction. Most commonly, the
term is used to describe a farm vehicle that provides
the power and traction to mechanize agricultural
tasks, especially tillage, but nowadays a great variety
of tasks. Agricultural implements may be towed
behind or mounted on the tractor, and the tractor
may also provide a source of power if the implement
is mechanized.
 Two-Wheel Tractor
a tractor with one axle, self-powered and self-
propelled, which can pull and power various
farm implements such as a trailer, cultivator
or harrow, a plough, or various seeders and
harvesters.

Cultivator
are used for—you probably already guessed this—soil
cultivation. In particular, cultivators are used for
weed control before planting into a bed, as well as
incorporating crop or weed residues and preparing a
seed bed. Cultivator tines can be properly spaced to
be used in a garden bed or crop field after plants are
growing to remove the weeds from around the plants.
It takes someone with a steady hand to drive the
tractor in a straight line and not hit the vegetable
plants with the cultivator.

Equipment Life
Properly maintained equipment will remain usable for many years.
Poorly maintained equipment will wear out several years before well-
maintained equipment. Preventive maintenance is time and money well
spent. Think of your personal vehicle--if it is serviced regularly, it will
last many years. This includes oil changes, removing road debris, and
fixing a problem as soon as it arises. The same principle is true for farm
equipment.
The operator's manual that comes with a new tractor will have
recommendations as to the number of hours between maintenance
intervals.
 Self-Check 6.1-1a
Machinery and equipment in farm requirements
I. Identification.
Identify the following questions. Write your answer on the space provided
before each number.
_____________1. The indications are that the decline in number of laborer’s
employed for agriculture is likely to increase in future resulting a greater
investment in Laboure saving devices and mechanical power.
_____________2. High tractive effort at slow speeds, for the purposes of
hauling a trailer or machinery used in agriculture or construction.
_____________3. is the most important source of power on the farm all over
the world particularly in developing countries.
_____________4. is a general term used to describe tractors, combines,
implements, machines and any other device more sophisticated than hand
tools which are animal or mechanically powered?
_____________5. are devices attached to, pulled behind, pushed, or otherwise
used with human, animal or mechanical power source to carry out an
agricultural operation.
_____________6. generally, refers to stationary mechanical devices such as
irrigation pump-set.
_____________7. self-powered and self-propelled, which can pull and power
various farm implements such as a trailer, cultivator or harrow, a plough, or
various seeders and harvesters.
_____________8. Now-a-days electricity has become a very important source
of power on farms in various countries. It is steadily becoming more and
more available with the increase of various river valley projects and thermal
stations.
_____________9. Properly maintained equipment will remain usable for
many years. Poorly maintained equipment will wear out several years
before well-maintained equipment.
_____________10. used for weed control before planting into a bed, as well as
incorporating crop or weed residues and preparing a seed bed.

ANSWER KEY 6.1-1a

Machinery and equipment in farm requirements
I. Identification.
Identify the following questions. Write your answer on the space provided
before each number.
1. HUMAN POWER

2. Tractor

3. ANIMAL POWER

4. AGRICULTURAL MACHINERY

5. AGRICULTURAL IMPLEMENTS

6. AGRICULTURAL EQUIPMENT

7. Two-Wheel Tractor

8. ELECTRICAL POWER
9. Equipment Life

10.CULTIVATOR
 TASK SHEET 6.1-1a
Title: Machinery and equipment in farm requirements

Performance Objective:
Given required supplies and materials you should be able to:
1. Demonstrate the ethical and professional attitude.
2. Assess the efficiency of service in real-life application.

Supplies/Materials : Printed materials

Equipment :

Steps/Procedure:
1.
2.
3.

Assessment Method:
 Interview(oral/questionnaire)
 Observation
 Demonstration of practical skills
 Performance Criteria Checklist 6.1-1a
Machinery and equipment in farm requirements

CRITERIA
YES NO
Did you….
1. Did you show a positive attitude when doing the
task?
2. Did you impart all the knowledge that have
learned?
3. Did you apply all the skills you gained?
 LEARNING OUTCOME
Prepare for agronomic crop establishment NO.2

Contents:

2.1 Soil and weather conditions are monitored for optimal seeding conditions.
2.2 Soil conservation and sustainable land management practices and
procedures are recognized and confirmed in accordance with farm
requirements and environmental concerns.
2.3 Seeding, fertilizer, and pest and weed control requirements are confirmed
against the work plan and prepared to manufacturers specifications using safe
handling procedures.
2.4 Contingency plans are prepared for unusual seasonal conditions and
pest/disease outbreaks.

Assessment Criteria:

 how to control pest and diseases of plants are assessed

Conditions:
The participants will have access to:

Printed materials

Assessment Method:

WRITTEN TEST
PERFORMANCE TEST
ORAL QUESTRIONING/ ORAL INTERVIEW

Learning Experiences
Learning Outcome 2
Prepare for agronomic crop establishment
 Learning Activities Special Instructions
Read Information sheet 1.2-1 If you have some problem on the
Plowing to “till” or dig-up, mix, and content of the information sheets
overturn the soil. don’t hesitate to approach your
trainer.

If you feel that you are now

knowledgeable sheets, you can now
answer self-check provided in the
module.
Answer self-check 1.2-1 Plowing to Compare your answer to the
“till” or dig-up, mix, and overturn answer key 1.2-1. If you got 100%
the soil. correct answer in this self-check,
you can now move to the next
information sheet. If not review the
information sheet and go over the
self-check again.
Perform task sheet 1.2-1 Plowing to Follow the step by step procedures
“till” or dig-up, mix, and overturn on task sheet 1.2-1 to ensure
the soil. positive performance.
Evaluate demonstration by using Trainees who passed to the next
performance check list 1.2-1 information sheet.
Those who failed go back and
review the Task Sheet.
Read Information sheet 1.2-2 on If you have some problem on the
Harrowing to break the soil clods content of the information sheets
into smaller mass and incorporate don’t hesitate to approach your
trainer.
plant residue.

If you feel that you are now

knowledgeable sheets, you can now
answer self-check provided in the
module.

Answer self-check 1.2-2 on Compare your answer to the

Harrowing to break the soil clods answer key 1.2-2. If you got 100%
into smaller mass and incorporate correct answer in this self-check,
plant residue. you can now move to the next
information sheet. If not review the
information sheet and go over the
self-check again.
Read Information sheet 1.2-3 on If you have some problem on the
Leveling the field. content of the information sheets
don’t hesitate to approach your
trainer.

If you feel that you are now

knowledgeable sheets, you can now
answer self-check provided in the
module.

Answer self-check 1.2-3 on Leveling Compare your answer to the

the field. answer key 1.2-3. If you got 100%
correct answer in this self-check,
you can now move to the next
information sheet. If not review the
information sheet and go over the
self-check again.

Information Sheet 6.2-1

Prepare for agronomic crop establishment
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Describe an ethical procedure in preparing land for agricultural crop
production.

INTRODUCTION:
This Information sheet will cover the prepare land for agricultural crop
production through agronomic crop establishment.
 Land preparation

When establishing a new date plantation, certain actions need to be

implemented to ensure the long-term success of the plantation. One of these
actions involve the initial land preparation which should be done prior to
transplanting of the plant material (offshoots or tissue culture-derived
plants).

The purpose of land preparation is to provide the necessary soil conditions

which will enhance the successful establishment of the young offshoots or
the tissue culture plants received from the nursery. Considering the nature
of the date palm, one cannot "save" on this operation and hope for long term
sustainability of the plantation.

The aim is to enable the date grower to plan and structure the
implementation process in advance, ensuring the successful establishment
of the date plantation. Planning forms part of the initial preparation and will
help to limiting unnecessary stoppages during the implementation phase.

Critical factors to consider during this planning exercise are summarized as

follows:

- Availability and quality of irrigation water;

- Field selection;
- Mechanical actions to be implemented;
- Chemical needs for pre-plant soil improvement;
- Tools and equipment needed for date cultivation;
- Labour needs;
- Irrigation design and installation;
- Leaching schedule;
- Hole preparation;
- Financial requirements and
- Time schedule.

Field selection

The area selected for the establishment of the date plantation can influence
the cost of land preparation to the extent that it may not be viable to
proceed with the development at all. The authors' aim is to highlight the
critical areas to be considered when selecting the land for the establishment
of a new date plantation.

Availability of water

Although not always realized, the date palm requires a rather large quantity
of water for sustainable growth. Critical factors regarding water for irrigation
purposes are:

 the sustainability of the water source,

  the quantity of water available for irrigation,

 the distance to the field, and

 the quality of the water.

Soil depth

In time date palms grow very tall and become top heavy especially during
the fruit bearing stage. They therefore need sufficient room for proper root
development to support the palms. Besides the importance of root
development, soil depth also influences drainage and leaching possibilities.
Any obstructive layers must be evaluated to determine whether they will
influence root development and whether they can be corrected.

Soil quality

Date palms can grow and produce in different types of soil in both hot arid
and semi-arid regions. Adaptation could go from a very sandy to a heavy
clay soil. The soil quality is related to its drainage capacity mainly when
soils are salty or the irrigation water is characterised with a high salt
content. Sandy soils are common in most date plantations of the old world.
Rare cases of clay soils (i.e. Basra-Iraq) with drainage systems are found
allowing the culture of date palms. The optimum soil conditions are found
where water can penetrate to at least 2 m deep.

When evaluating the soil quality, attention must be given to:

 the soil texture which will influence the water retention capacity, and

 the nutrient content to determine the corrective measures necessary

for soil improvement.

Soil salinity or acidity

Plant growth is influenced by either saline or acid soil conditions which, in

the end, will result in a loss of potential yield.

Saline and alcaline soils are common in date plantations and are
characterised by a high concentration of soluble salts, and exchangeable
sodium, respectively. Soluble salts present in these soils belong to cations:
sodium, calcium and magnesium and to chloride and sulphate anions.

Saline soils have an electric conductivity (EC) of their saturated extract

higher than 4 mmhos/cm at 25°C, with a sodium absorption rate less than
15 and a pH generally less than 8.5. Saline soils can be recognised by the
presence of a white layer on the surface of the soil resulting from the high
salt concentration which may harm the growth and development of date
palm.
Alcaline soils are characterized by an EC of their saturated extract less than
4 mmhos/cm at 25°C with a sodium absorption rate higher than 15, and a
pH higher than 8.5. Alcaline soils do contain harmful quantities of alkalis
with the hydroxyl group - OH, especially NaOH. These types of soil are
usually diffi cult to correct coupled with a low production resulting from low
content of calcium and nitrogen. However, it is recommended to eliminate
the excess of sodium by the addition of acidifying agents (gypsum, sulphate
of iron or sulphur).

Saline and alkaline soils are usually the result of:

 an increase of the underground level caused by excessive drought

situations (high evaporation);

 the use of high salt content water, and

 very poor drainage system.

Where date palm grows in climates of little rain, but great heat and much
evaporation, irrigation or flood water evaporates quickly, and its salts are
left on the surface of the soil.

The negative influence of saline conditions are:

 high concentration of soluble salts;

 high soil pH;

 poor drainage and aeration; and

 the negative effect of sodium on the plant metabolism.

2. Physical land preparation

Once a suitable area for establishing the plantation is selected and the
planning operation is finalized, the actual preparation can be activated.
These activities are divided to structure and pace the implementation
process in order to be ready for planting at the most suitable time, according
to the specific regional climatic conditions.

Mechanical field preparation

The mechanical or initial soil preparation concerns mainly the preparation

of a field for further detailed preparation such as irrigation system
installation, hole preparation, etc. Actions, if applicable to the area, include:

 debushing/bush clearing;
  removal of stones and rocks;

 ripping; and

 levelling of the soil.

Irrigation system installation

The type of irrigation system to be used will be determined by the availability

of water, topographical and soil conditions. When the initial soil preparation
is completed, the installation of the required irrigation system will be
implemented according to the prescribed design (Figure 55).

Soil improvement

The scheduling of the soil improvement programmed will depend on the date
grower, as certain applications could be combined with the initial actions of
soil preparation. Due to the long waiting period, planting to first production,
it is a trend to establish date plantations on new soils, with the exception of
areas where date palm is used for intercropping.

If new soils are considered, the soil improvement programmed will mostly
deal with:

 the application of organic matter; and/or

 the elimination of soil salinity.

Organic material

In general, most soils are poor in organic matter content and the
improvement of this situation plays an important role in soil fertility. Some
of the advantages of a higher humus content in the soil are summarized as
follows:

- Enhances crumb formation which improves the respiration of the roots;

- Increases the water infiltration rate;
- Increases the water holding capacity;
- Lowers soil compaction and crust formation; and
- Limits the harmful effects of alkalinity and improves the leaching of salts.

Salinity

In an attempt to reclaim salt affected soil, consideration should be given to:

 the type of salinity/alkalinity,

 the drainage possibilities of the soil profile,

  the origin or the source of salts,

 the quality of irrigation water and

 the leaching of salts from the soil.

If the source of salts is identified as drainage water from higher lying areas,
a cut-off canal may be sufficient to eliminate this source of "salt" supply.

Poor drainage normally goes hand in hand with soil salinity problems and
therefore the improvement of the drainage potential should be addressed
before any leaching programmed is implemented. A soil cover (mulching)
and the application of organic material will improve the water infiltration
resulting in improved drainage (excluding soils with obstructive layers).

In saline soils (soluble salts present as chlorides, sulphates and/or

carbonates of calcium, sodium or magnesium), only leaching will be
necessary to drain the excess salts. In the case of alkaline and/or saline-
alkaline soils, sodium can be replaced through the application of gypsum or
acidifying agents like Sulphur. Once the sodium has been replaced, a
programmed should be followed to leach it out.

When the irrigation water is of poor quality, proper drainage and over
irrigation, without the development of a water table, is very important.

Hole preparation

The actual digging of the hole is one of the last actions before planting takes
place, but it must be emphasized that this is not the final preparation for
the planting operation itself. This is the point where the required inputs
such as gypsum and organic materials are worked into the soil and a start is
made with the leaching programmed. The reason why the leaching is only
applied at this stage is because of the relatively small area that is occupied
by the date palm. If the total area had to be leached, it would become very
costly with little or no benefit in the long run.

It is recommended that a hole of 1 m³ be prepared and that the soil from the
hole be mixed with the organic material and gypsum (Figures 56 and 57).
The soil mix is then put back into the hole, where after the site is clearly
marked for positioning of the small date palm plants.

At this stage, once the hole has been prepared and closed, it is irrigated and
a leaching programmed implemented. The water supply will then enhance
the leaching of excessive salts and contribute to the fermentation process of
the organic material. Subsequent irrigation, several times (2 to 3) before
planting, will also allow the mixed soil to settle in the hole.

In most soils, the early and rapid growth of the date plant is better when the
holes are prepared one to two months before planting. Well-rotted manure
can also be used in holes prepared and irrigated shortly before planting, but
extreme care must be taken to put the manure (and fertilizer’s) deep enough
to allow a layer of soil at least 15 to 20 cm thick to be placed between the
manure and the roots of the date plant.

Planting operation
This is probably the most critical phase in the establishment of a new date
plantation. Mistakes at this point may lead to a poor survival rate of
offshoots or tissue culture-derived plants, regardless of the efforts put in
during the preparation phases. The aim is to assist the date grower to
execute the planting operation in a way that will ensure a high transplanting
survival rate in the newly established plantation. The planting operation is
divided into different activities which will be discussed separately.

1. Plant spacing

It is difficult to prescribe a definite plant spacing but there are specific

factors influencing the spacing such as:

- to allow for sufficient sunlight when palms are tall;

- to allow for sufficient working space within the plantation; and
- to provide sufficient space for root development.

2. Time of planting

The critical factor is to transplant the young tissue culture date palms or
offshoots at that time of the year that will ensure a good survival rate and
proper establishment before the beginning of a "hard" season.

In most of the date regions in the northern hemisphere, spring and autumn
are preferred for the planting out of tissue culture-derived date plants or
offshoots. Spring avoids the cold of winter and takes advantage of the warm
weather that encourages rapid growth, while autumn gives the young shoot
a longer time to establish itself before the heat of summer. Each of the two
seasons, however, has its corresponding disadvantage; spring, the early
approach of the great heat, and autumn, the early approach of the cold.

In the southern hemisphere the best time of establishment is during

autumn (February/March) because of the following reasons:

- Winters are relatively frost free,

- Very high summer temperatures,
- Strong, dry winds during August-January, and
- Sand storms during the summer.

In areas without extreme dry, hot summers and with severe frost during
winter it is recommended to plant during August/September or at a time
safe from the occurrence of frost.

3. Transplanting stage

Research has shown that the best field survival rate, as well as early plant
development, is obtained when the date tissue culture plantlets are
transplanted at the four (4) plus pinnae leaf stage. Plants received from a
tissue culture laboratory normally only have juvenile leaves or one pinnae
leaf at the most. These plants are thus too small to be transplanted into the
field. It is therefore necessary to include a hardening-off phase for plant
development which also allows some time for plants to adapt to local
climatic conditions. This results in the young plants being kept in the farm
nursery for a period (approximately 8-12 months), until the sufficient
number of pinnae leaves have developed before transplanting takes place.

In a field test at the Eersbegin project (Namibia), tissue culture plants with
4-6 pinnae leaves were transplanted and the results indicated that the
initial plant development, after transplanting, was better when the plants
were transplanted at the 4-pinnae leaf stage than at the 5-6 pinnae leaf
stage. Regarding offshoots, it is highly recommended to ensure their rooting
in the nursery after separation from the plant mother (at least 10 to 12
months). It is not recommended to plant an offshoot directly after its
separation.

4. Planting time and depth

Planting should always be initiated early in the morning to limit stress on

the date plantlets and also to allow sufficient time for adaptation (from the
plastic bag to the soil). Bags are to be removed with care and the plant, with
most of its surrounding substrate, to be planted carefully.

Planting is probably the area where most people make the vital mistake of
planting the plant too deep. The planting depth is critical because the
"heart" of the plant should never be covered with water. Once the plant is
covered with water the growing point rots and the plant dies off. If a date
plant is planted too shallow, its roots will desiccate and die.

The golden rule is to ensure that the greater diameter of the bulb of the
plant is at the same level as the soil surface after transplanting and to
ensure that water does not go over the top of the date plant.

5. Basin preparation

Immediately after transplanting, a basin is prepared around the palm to

prevent run-off and to ensure a sufficient supply of water to the plant. When
using a micro irrigation system, it is recommended to have a basin of
approximately 3 m in diameter and 20 to 30 cm deep. The basin should
have a slight downward slope towards the plant to allow the water to reach
the root system of the young plant.

6. Mulching

The benefits of organic material were highlighted when land preparation, as

part of the plantation development, was discussed. The mulching is done by
putting a layer of organic material (e.g. wheat straw) around the base of the
palm. Mulching of the basin has the following advantages:

- Limits water loss from the soil through evaporation;

- Prevents crust formation;
- Allows better water penetration into the soil:
- Limits weed growth around the plant; and
- Improves the humus content of the soil.

7. Irrigation

Immediately after transplanting, the palm should be irrigated to limit

transplant stress. Once the plantation is established, a frequent irrigation
schedule is to be followed to allow sufficient water supply to the young date
palm.

The irrigation frequency, is soil type defendant, but on very sandy soils it
requires daily irrigation during the first summer. Heavy soils will require
irrigation once a week, while in most soils, irrigation is required every
second or third day. During the first six weeks, the date growers should
inspect their planted date palms to verify that the surface soil does not dry
and shrink away from the plant.

8. Protection

Tissue culture-derived plants and young offshoots should be protected from

harsh climatic conditions (sun and wind during the first summer and cold
the following winter) and against some animals (rabbits, etc.). The use of a
hessian wrapping, a shade net cover, or a tent of date leaves is
recommended. The top is to be left open so that new growth may push out.

9. Aftercare

Beside irrigation applications, the annual fertilization schedule, weeding and

mulching, the date grower should, for at least the first 10 to 12 months,
keep an eye on the plantation in order to detect and consequently correct
any adverse situations.

Fertilization requirements

The initial land and orchard preparation aim at preparing the soil for
establishment of the young tissue culture date palm or offshoots, but does
not ensure proper establishment and growth after transplanting. A
fertilization programmed should be included in the date plantation
establishment phase for optimum growth.
In general, farmers do not realise the importance of following a date palm
fertilization programmed. This behaviour is normally caused by one or more
of the following factors:

- Information, regarding date palm fertilization requirements, is not readily

available.

- Information may confuse farmers, because of the differences between

literature/studies conducted by various scientists. This example will be
discussed later in the document.

- Farmers tend to assume that date palms do not require any nutrients,
because of the general view that date palms can survive the toughest
conditions.

The importance of a fertilization programmed at and after transplanting is to

provide in the nutrient needs of the young tissue culture plants or the
offshoots, to ensure rapid growth in preparation for the first production
season. An under-developed plant will not have the capacity to reach its
production potential at an early stage.

The purpose of this chapter is to serve as a basic reference guide for

fertilization planning in date plantations.

Functions of nutrient elements and their availability in relation to soil

conditions

Date palm has similar fertilizer requirements to other cultivated crops.

Nutrient elements necessary for plant growth and production (but not
absorbed from the air), i.e.: boron, calcium, chlorine, cobalt, copper, iron,
magnesium, manganese, molybdenum, nitrogen, phosphorus, potassium,
sodium, Sulphur and zinc, are all needed at
different rates by the date palm culture.

Macronutrients Fertilizer The three primary

macronutrients are
Nitrogen
Nitrogen (N), Phosphorus
(P), and Potassium (K); all
Nitrogen plays a major role in plant life
are required in relatively large
processes such as photosynthesis, vegetative
quantities by plants.
growth and the maintenance of genetic
identity. This ensures high yield at the end of
the season.

Phosphorus
Phosphorus also plays a role in processes such as photosynthesis,
respiration, vegetative growth, reproduction and maintenance of the genetic
identity. It is also associated with cell division, root development and
flowering.

Potassium

Potassium is found in cell sap and plays a role in the transport of nitrogen
in the plant and the promotion of photosynthesis. This nutrient helps to
strengthen fiber and has an influence on the opening and closing of the
stomata. Potassium is also associated with resistance to drought, cold and
the improvement of fruit quality.

Fertilizer Micronutrients
Zinc [Zn]
Zinc plays an important role in chlorophyll production, cell elongation, grain
formation and protein synthesis. Supplying zinc to a young, developing
plant is beneficial, especially in cold soils when zinc availability is reduced.
The earlier a crop is planted the greater the need for row-applied zinc.
Manganese [Mn]
Manganese is involved in several plant processes, including photosynthesis
and dry matter production. Manganese also helps plants resist disease and
tolerate abiotic stresses such as heat and drought.
Copper [Cu]
Copper is crucial for proper enzyme activity, chlorophyll formation and seed
production. In Ontario, copper deficiency is uncommon on mineral soils,
however, may be found on very sandy, high pH soils. Organic soils may also
have copper deficiencies.
Boron [B]
Boron is important for cell development, sugar and starch formation and
translocation. Deficiencies are more likely to occur on sandy or gravelly soils
with low organic matter and low water holding capacity.
Sulphur [S]
Sulphur is sometimes called the 4th macronutrient, indicating its
importance in crop production. In recent years, sulphur deficiencies have
become more prevalent due to lower industrial emissions and higher crop
yields. Sulphur is necessary for chlorophyll formation, protein production
and nitrogen metabolism.
Dolomitic Lime
Dolomitic Lime reduces soil acidity and provides turf and gardens with
needed calcium and magnesium.

Gypsum
Gypsum counteracts winter salt damage and repairs animal spots in lawns.
Soil texture

Nitrogen and potassium are easily leached from the soil profile when excess
water is applied. Therefore, it is important to control the irrigation schedule
on sandy soils to avoid any unnecessary leaching. When working with sandy
soils, it is also recommended to divide the amount of fertilizer’s over two or
more applications to decrease nutrient losses.

Transplanting

Before transplanting can take place, and as stated above, a planting hole
must be prepared to ensure that the nutrient needs of the small plant are
satisfied once it has been planted into the field. In addition to this, a
fertilizer application at this stage also serves as a measure of soil
improvement by adding nutrients to a possibly poor soil.

The exact amounts and types of fertilizer’s to be applied will be determined

by soil analysis. The aim of this section is to make a general
recommendation with regard to the fertilizer’s included in the process of
plant hole preparation.

The recommendation presented in this chapter is to be used as an example

as well as a general recommendation, for sandy/sandy loam soil types.
When digging the hole, ensure that the top and bottom soil are separated,
because the fertilizer are mixed with the top soil.

Self-Check 6.2-1
Prepare for agronomic crop establishment
I. Identification.
Identify the following questions. Write your answer on the space provided
before each number.
_____________1. is to provide the necessary soil conditions which will
enhance the successful establishment of the young offshoots or the tissue
culture plants received from the nursery.
_____________2. irrigation system to be used will be determined by the
availability of water, topographical and soil conditions.

_____________3. In general, most soils are poor in organic matter content and
the improvement of this situation plays an important role in soil fertility.
_____________4. The benefits of organic material were highlighted when land
preparation, as part of the plantation development, was discussed.

_____________5. can take place, and as stated above, a planting hole must be
prepared to ensure that the nutrient needs of the small plant are satisfied
once it has been planted into the field.
_____________6. a major role in plant life processes such as photosynthesis,
vegetative growth and the maintenance of genetic identity.
_____________7. also plays a role in processes such as photosynthesis,
respiration, vegetative growth, reproduction and maintenance of the genetic
identity.
_____________8. found in cell sap and plays a role in the transport of
nitrogen in the plant and the promotion of photosynthesis.
_____________9. an important role in chlorophyll production, cell elongation,
grain formation and protein synthesis.
_____________10. also helps plants resist disease and tolerate abiotic stresses
such as heat and drought.

ANSWER KEY .2-1

Prepare for agronomic crop establishment
I. Identification.
Identify the following questions. Write your answer on the space provided
before each number.

1. Land preparation

2. Irrigation system

3. Organic material

4. Mulching
 5. Transplanting

6. Nitrogen

7. Phosphorus

8. Potassium

9. Zinc

10. Manganese

TASK SHEET 6.2-1

Title: Prepare for agronomic crop establishment

Performance Objective:
Given required supplies and materials you should be able to:
1. Demonstrate the ethical and professional attitude.
2. Assess the efficiency of service in real-life application.

Supplies/Materials : Printed materials

Equipment : Plow, harrow

Steps/Procedure:
1.
2.
3.
Assessment Method:
  Interview(oral/questionnaire)
 Observation
 Demonstration of practical skills

Performance Criteria Checklist 6.2-1

Prepare for agronomic crop establishment

CRITERIA
YES NO
Did you….
1. Did you show a positive attitude when doing the
task?
2. Did you impart all the knowledge that have learned?
3. Did you apply all the skills you gained?
 Information Sheet 6.2-1a
How to control pest and diseases of plants
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Describe an ethical procedures in preparing land for agricultural crop
production.

INTRODUCTION:
This Information sheet will cover the Prepare land for agricultural
crop production through knowing the agronomic crop
establishment.

Entomopathogenic Viruses and Bacteria for Insect-Pest

Control
Ecofriendly pest and disease management practices are
being developed and evaluated globally to reduce the
health risks due to higher usage of chemical pesticides in
agriculture. In light of this, entomopathogenic
bacteria and viruses have wide scope as biocontrol agents
in addition to being a very good source for scouting for
insecticidal toxin genes. An important benefit of microbial
control agents is that they can be used to replace, at least
in part, some more hazardous chemical pest
control agents. The selective toxicity of these
entomopathogenic bacteria and viruses to major insect-
pests and their safety to non-target organisms makes
them ideal tools for use in integrated pest
management (IPM) programmers. These positive trends,
however, need to be accompanied by strengthening of
research efforts to overcome some of the major limitations
in production, use and efficacy of baculoviruses.

Pesticides are grouped into five main categories depending

on the purpose they are usually applied for. The first group
are the fungicides, which are act against fungi. Then there
are herbicides which are used against weeds. Herbicides
are taken up by the leaves or the roots of the weed,
causing it to die. Insecticides that, as the name suggests,
destroy harmful insects, and then there are acaricides
which protect plants from mites. Finally there are
nematicides to control nematodes that attack the plants.
Disadvantages of chemical pesticides
 Another disadvantage of chemical pesticides is resistance.
Pesticides are often effective for only a (short) period on a
particular organism. Organisms can become immune to a
substance, so they no longer have an effect. These
organisms mutate and become resistant. This means that
other pesticides need to be used to control them.

 A third drawback is accumulation. If sprayed plants are

eaten by an organism, and that organism is then eaten by
another, the chemicals are can be passed up the food
chain. Animals at the top of the food chain, usually
predators or humans, have a greater chance of toxicity
due to the build-up of pesticides in their system

Chemical pesticides can be subdivided into two groups:

non-selective pesticides
The non-selective products are the most harmful, because they kill all kinds
of organisms, including harmless and useful species. For example, there are
herbicides that kill both broad-leaf weeds and grasses.
selective pesticides
Selective pesticides have a more limited range. They only get rid of the target
pest, disease or weed and other organisms are not affected. An example is a
weed killer that only works on broadleaf weeds. This could be used on
lawns, for example, since it does not kill grass. These days, a combination of
several products is usually required to control several pests because almost
all permitted products are selective and thus only control a limited range of

pests.
Care of Your Plants
Insects and diseases are attracted to
stressed, damaged or otherwise unhealthy
plants, so the key to preventive control is
taking good care of your plants. That means
paying close attention to them and providing
the conditions they need for healthy, vigorous
growth.

Grow your plants in healthy soil. Add

organic matter to your garden every year to
improve nutrient levels, soil structure, and
water-holding capacity. Make sure your
plants are getting water and nutrients they need, supplemented with organic
fertilizers if necessary. Don't force plants to compete for water and nutrients.
Control weeds with mulches, such as landscape fabric or plastic, and make
a habit of pulling a few weeds every time you visit the garden. Thin your
seedlings so they are not overcrowded and there is good air circulation
between them; check seed packets for thinning instructions.

Make annual garden cleanup part of your routine. Leaving old squash
vines, tomato plants, and similar debris in your garden after the harvest
ends is like putting out a welcome mat for pests and pathogens. Many
insects overwinter in such debris, and they will get an early start nibbling
on your plants the following spring. Many plant pathogens also live in the
soil year-round.

Remove and dispose of any diseased or

infested plants. Turn other debris into
the soil or put it in your compost pile.
Loosen the soil with a fork or spade so
that any remaining eggs, larvae, or pupae
will be exposed to birds and cold
temperatures. Mow or remove the weeds
around your garden, since they can also
harbor insect pests.

Rotate your crops.

Many insects and disease-causing organisms overwinter in the soil near

their host plants. If you grow the same plant (or a related one) in the same
place the next year, you give those pests a big head start. Crop rotation can
reduce insect damage and minimize exposure to soilborne disease
organisms. Wait at least two years before planting the same or related crops,
such as broccoli and cauliflower, in the same spot. Brassicas, potatoes,
tomatoes, and onions are particularly vulnerable to disease problems when
planted in the same place year after year.

Crop rotation also helps keep soil nutrients in balance. A first-year planting
of heavy feeders, such as tomatoes and lettuce, can be followed by legumes,
such as peas and beans, which actually return some nitrogen to the soil.
The third year, you could let the soil "rest" by planting light feeders, such as
carrots or beets.

. Start with Prevention

 Choose disease-resistant varieties. Many ornamental plants and

vegetables have proven resistance to diseases such as canker, mildew,
and rust.

 Don't overcrowd your plants. Good air circulation

prevents the damp conditions that promote the
growth of fungi and other disease organisms.

 Watch moisture levels. Notice if the soil is too wet or

too dry and correct these conditions. Try to keep
foliage dry.

 Practice crop rotation. Insects and disease

pathogens can persist in the soil from one season to
the next. Moving susceptible crops from year to year
is excellent preventive medicine.

 Inspect your plants. Address problems before they

get out of hand. Remove and destroy any fruit or
foliage that you suspect may be diseased.

 Be sanitary. Humans are effective, if innocent,

spreaders of plant disease. Pathogens can be spread
by your footwear, hands, and clothes. Wash your
hands before and after working with your plants, and
clean your clothes if you think you have come in contact with sick
plants.

 Clean your tools. Soil clinging to tools may harbor disease

organisms. Similarly, clean out pots and flats before reusing them. A
10 percent bleach solution (1 part bleach to nine parts water) makes a
good disinfectant.

Self-Check 6.2-1a
How to control pest and diseases of plants

I. Identification.
Identify the following questions. Write your answer on the space provided
before each number.
_____________1. What is IMP?
_____________2.are grouped into five main categories depending on the
purpose they are usually applied for.
_____________3. are the most harmful, because they kill all kinds of
organisms, including harmless and useful species.
_____________4. have a more limited range. They only get rid of the target
pest, disease or weed and other organisms are not affected.
_____________5. are attracted to stressed, damaged or otherwise unhealthy
plants, so the key to preventive control is taking good care of your plants.
_____________6. Add to your garden every year to improve nutrient levels, soil
structure, and water-holding capacity.

_____________7. Wash your hands before and after working with your plants,
and clean your clothes if you think you have come in contact with sick
plants.
_____________8. tools may harbor disease organisms. Similarly, clean out
pots and flats before reusing them.
_____________9. Insects and disease pathogens can persist in the soil from
one season to the next.

_____________10. Address problems before they get out of hand. Remove and
destroy any fruit or foliage that you suspect may be diseased.

ANSWER KEY 6.2-1a

How to control pest and diseases of plants

I. Identification.
Identify the following questions. Write your answer on the space provided
before each number.
1. Integrated pest management

2. Pesticides

3. Non-selective pesticides
4. Selective pesticides

5. Insects and diseases

6. Organic matter

7. Be sanitary

8. Clean your tools

9. Practice crop rotation

10. Inspect your plants

 TASK SHEET 6.2-1a
Title: How to control pest and diseases of plants

Performance Objective:
Given required supplies and materials you should be able to:
1. Demonstrate the ethical and professional attitude.
2. Assess the efficiency of service in real-life application.

Supplies/Materials : Printed materials

Equipment :

Steps/Procedure:
1.
2.
3.

Assessment Method:
 Interview(oral/questionnaire)
 Observation
 Demonstration of practical skills
 Performance Criteria Checklist 6.2-1a
How to control pest and diseases of plants

CRITERIA
YES NO
Did you….
1. Did you show a positive attitude when doing the
task?
2. Did you impart all the knowledge that have learned?
3. Did you apply all the skills you gained?

LEARNING OUTCOME
Sow the crop NO.3

Contents:
3.1 Suitable personal protective clothing and equipment is selected, used and
maintained in accordance with OHS requirements.
3.2 Seeding and fertilizer applications are carried out in line with the work plan.
3.3 Pest and weed control treatment is coordinated with seeding and fertilizer
applications as required.
3.4 Environmental implications associated with sowing operations are
identified, assessed and controlled in line with farm requirements.

Assessment Criteria:

 Seedling and fertilizer applications are assessed

Conditions:
The participants will have access to:

2. Printed materials

Assessment Method:

WRITTEN TEST
PERFORMANCE TEST
ORAL QUESTRIONING/ ORAL INTERVIEW

Learning Experiences
Learning Outcome 3
Sow the crop

Learning Activities Special Instructions

Read Information sheet 1.3-1 If you have some problem on the
Plowing to “till” or dig-up, mix, and content of the information sheets
overturn the soil. don’t hesitate to approach your
trainer.
 If you feel that you are now
knowledgeable sheets, you can now
answer self-check provided in the
module.
Answer self-check 1.3-1 Plowing to Compare your answer to the
“till” or dig-up, mix, and overturn answer key 1.3-1. If you got 100%
the soil. correct answer in this self-check,
you can now move to the next
information sheet. If not review the
information sheet and go over the
self-check again.
Perform task sheet 1.3-1 Plowing to Follow the step by step procedures
“till” or dig-up, mix, and overturn on task sheet 1.3-1 to ensure
the soil. positive performance.
Evaluate demonstration by using Trainees who passed to the next
performance check list 1.3-1 information sheet.
Those who failed go back and
review the Task Sheet.
Read Information sheet 1.3-2 on If you have some problem on the
Harrowing to break the soil clods content of the information sheets
into smaller mass and incorporate don’t hesitate to approach your
trainer.
plant residue.

If you feel that you are now

knowledgeable sheets, you can now
answer self-check provided in the
module.

Answer self-check 1.3-2 on Compare your answer to the

Harrowing to break the soil clods answer key 1.3-2. If you got 100%
into smaller mass and incorporate correct answer in this self-check,
plant residue. you can now move to the next
information sheet. If not review the
information sheet and go over the
self-check again.
Read Information sheet 1.3-3 on If you have some problem on the
Leveling the field. content of the information sheets
don’t hesitate to approach your
trainer.

If you feel that you are now

 knowledgeable sheets, you can now
answer self-check provided in the
module.

Answer self-check 1.3-3 on Leveling Compare your answer to the

the field. answer key 1.3-3. If you got 100%
correct answer in this self-check,
you can now move to the next
information sheet. If not review the
information sheet and go over the
self-check again.

Information Sheet 6.3-1

Sow the crop
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Describe an ethical procedures in preparing land for agricultural crop
production.

INTRODUCTION:
This Information sheet will cover the Prepare land for agricultural
crop production through sowing the crops.

What Does It Mean to Direct Seed or Direct Sow Seeds?

Direct seeding or direct sowing just means that you start planting seeds in the
garden, rather than buying small plants or starting seeds indoors earlier
and transplanting them outside.
 Many seeds of both flowers and vegetables can be
started outdoors, at the start of the growing
season. Starting seeds indoors may give you a head
start, but some plants don't like being transplanted and
will grow better if you seed them in the bed where they
will be grown without disturbance.

Tips for Direct Sowing Successfully

You can't just plop some seeds in the ground and leave
them to fend for themselves. You will still need to give
your direct sown seeds some special attention. Follow
these tips for success when direct seeding:

 Make sure the area is weed free before you plant

any seeds. Besides the competition for water and
nutrients, it's easy to mistake sprouting weed seed for
your flower or vegetable seeds and accidentally pull
them out.

 Most of the sowing information will be on the seed packet if there is one.
The rule of thumb is to plant seeds 3 times as deep as their circumference,
but some seeds require light to germinate. If that is the case, gently press
them into damp soil, so that they are making good contact.

 Pay special attention to the information on the packet about when to

sow. Some seeds or seedlings won't survive frost. Some require a cold period
to germinate.

 Mark the spot. You may think you will remember where you planted, but
there's a lot going on in the garden in spring. You'll forget.

 Water gently. Don't wash the seeds away or have them all flow into a
pile. Better still, dampen the soil before you plant. Then water gently as
needed, until you see germination.

 Keep the soil moist until the seed germinates, then be sure to water
whenever the surface soil looks dry. Seedlings don't have much of a root
system and they can dry out within hours. Pay special attention to young
seedlings if it is very windy or if the weather suddenly turns hot and sunny.
Both of these weather conditions can dry the soil and desiccate the seedlings.

 If you've had good germination, you'll need to thin the seedlings, to give
them airspace and room to grow. You can pull the unwanted seedlings when
they are a couple of inches high. If that seems to disturb the roots of the
seedlings you want to keep, you can snip the extras with a small scissor or
simply pinch off the leaves with your fingers. (If they are vegetable seedlings,
you can snip them and save them to eat in salads.)
 Many plants benefit from being pinched back once they have developed
about 3 sets of true leaves. This will encourage the plant to send out more
branches and become a fuller, bushier plant.

 Continue to pamper your seedlings until they become established

plants. Be on the lookout for four-legged pests. Tender young seedlings can
be eaten in one bite.

Direct Sowing

You can either direct seed or start seed in

containers to be transplanted later. Direct
sowing will not give you as much of a head
start as sowing in containers because the soil
in the ground will not warm up as fast as the
soil in the plastic container. However, it will
save you the time and effort of transplanting.

Watering Newly Planted Seeds

Although the potting mix was pre-dampened,

it is still a good idea to sprinkle some
additional water on top of the newly planted
seed. This insures that the top layer of mix
won't dry out and it also helps to firm the
potting mix and insure good contact between
the seed the mix.

Greenhouse Effect: Your seeds are now ready to be covered loosely with
some type of plastic. This will help hold in both heat and moisture. You can
place the whole container into a plastic bag or simply lay a sheet of plastic
over the container. If you have special seed starting trays with plastic covers,
use those.

Heat: Move your container to a warm, draft-free spot and check it daily. Most
seeds germinate best when the temperature is between 65 and 70 degrees F.
The top of a refrigerator is an ideal spot, or you could consider purchasing
heating mats specially made for germinating the seeds.

Heating mats go under the potting containers and heat the soil from below.
You will usually need to water more frequently when using heating mats.
Caution: Only use heating mats certified for seed starting use.
Light and Air: In general, seeds will not need light until they emerge. They
will need air circulation under the plastic, or you will be encouraging mold.

Signs of Life: Remove the plastic as soon as you see a seedling emerging
and move the plant into indirect light. Be sure the potting mix stays moist,
but not wet.

Emerging Seedlings

First Signs of Growth: Once your seedlings begin poking

through the soil, they will start to straighten up and unfurl.
What looks like two leaves will appear. These are leaf-like
structures, called cotyledons, that are part of the seed and
serve as food sources until true leaves are formed, and the
plant is capable of photosynthesis. At this point, you should
move your seedlings under a light source.

Move into the Light: Your seedlings will need between 12-
18 hours of light each day. This may seem extreme, but
artificial light and even the low rays of the winter sun are not
as intense as the full summer sun. The best way to ensure
regular, long doses of light is to attach your fluorescent or
high-intensity plant lights to an automatic timer.

True Leaves

True Leaves: As the seedling grows, the cotyledons will

wither and what are called the first "true" leaves will
form. This is when your seedling begins actively
photosynthesizing. Since it is growing in a soilless mix,
you will need to give it some supplemental feeding at this
point. Use a balanced fertilizeror one high in nitrogen
and potassium, to encourage good roots and healthy
growth.

Potting up: Seedlings can remain in their original

containers until you are ready to plant them in their
permanent spots. However, it's common to move the
seedlings into a larger pot once several sets of leaves
have formed and the seedling is a couple of inches tall.
This is called "potting up," and it allows the roots more
room to develop. Three to four-inch pots are good sizes to pot up to, allowing
plenty of room for root growth.

Thinning: If more than one seedling is growing in the same pot, either
separate the seedlings into individual pots or cut off all but the strongest
seedling. Don't try to pull out the extra seedlings, since this might hurt the
roots of the seedling you are keeping.
 Hardening Off

By the time the temperature warms outside, you

should have stocky, healthy young plants.
Before moving them out into the garden, take a
week or two to gradually introduce them to their
new growing conditions. This is
called hardening off. It gives the plants a chance
to acclimate to sunlight, drying winds and
climate changes.

 Gradually increase the amount of time

they spend outside and the amount of sunlight
they receive until you see that they are growing
strong and appear ready to go out on their own.

 Water your seedlings well before and after transplanting. Try not to
transplant during the hottest, sunniest part of the day.

The difference between 'sowing' and 'planting'

 Sowing involves putting seeds into a soil, the seed then (hopefully)
germinates and a plant grows - until the seed goes into the soil, the
seed is dormant and needs no special attention (usually 'fresh' seeds
have a shelf life of 2 to 4 years).

 Planting involves taking a living plant which needs water and light,
and putting it into the soil. Plants can either be grown by a gardener
from seed, or purchased from a nursery.

Self-Check 6.3-1
Sow the crop
I. Identification.
Identify the following questions. Write your answer on the space provided
before each number.
_____________1. indoors may give you a head start, but some plants don't like
being transplanted and will grow better if you seed them in the bed where they
will be grown without disturbance.
_____________2. will not give you as much of a head start as sowing in
containers because the soil in the ground will not warm up as fast as the soil in
the plastic container.
_____________3. Mark the spot. You may think you will remember where you
planted, but there's a lot going on in the garden in spring.
_____________4. Don't wash the seeds away or have them all flow into a pile.
Better still, dampen the soil before you plant.
_____________5. Your seeds are now ready to be covered loosely with some
type of plastic. This will help hold in both heat and moisture.
_____________6. Most seeds germinate best when the temperature is between
_____________F.
_____________7. This is when your seedling begins actively photosynthesizing.
_____________8. Seedlings can remain in their original containers until you
are ready to plant them in their permanent spots.
_____________9. If more than one seedling is growing in the same pot, either
separate the seedlings into individual pots or cut off all but the strongest
seedling.
_____________10. taking a living plant which needs water and light, and
putting it into the soil.

ANSWER KEY 6.3-1

Sow the crop
I. Identification.
Identify the following questions. Write your answer on the space provided
before each number.

1. Starting seeds
 2. Direct sowing

3. Mark the spot

4. Water gently

5. Greenhouse Effect

6. 65 and 70 degrees

7. True Leaves

8. Potting up

9. Thinning

10. Planting involves

TASK SHEET 5.3-1

Title: Sow the crop
Performance Objective:
Given required supplies and materials you should be able to:
1. Demonstrate the ethical and professional attitude.
2. Assess the efficiency of service in real-life application.

Supplies/Materials : Printed materials

Equipment : Plow, harrow

Steps/Procedure:
1.
 2.
3.
Assessment Method:
 Interview(oral/questionnaire)
 Observation
 Demonstration of practical skills

Performance Criteria Checklist 6.3-1

Sow the crop

CRITERIA
YES NO
Did you….
1. Did you show a positive attitude when doing the
task?
2. Did you impart all the knowledge that have learned?
3. Did you apply all the skills you gained?
 Information Sheet 6.3-1a
Seedling and fertilizer applications
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Describe an ethical procedure in preparing land for agricultural crop
production.

INTRODUCTION:
This Information sheet will cover the Prepare land for agricultural crop
production through knowing the Seedling and fertilizer applications.

METHODS OF FERTILIZER APPLICATION

The different methods of fertilizer application are as follows:

a) Broadcasting

1. It refers to spreading fertilizers uniformly all over the field.

2. Suitable for crops with dense stand, the plant roots permeate the
whole volume of the soil, large doses of fertilizers are applied and
insoluble phosphatic fertilizers such as rock phosphate are used.

Broadcasting of fertilizers is of two types.

 Broadcasting at sowing or planting (Basal application)

The main objectives of broadcasting the fertilizers at sowing time are to uniformly
distribute the fertilizer over the entire field and to mix it with soil.

 Top dressing

It is the broadcasting of fertilizers

particularly nitrogenous fertilizers in
closely sown crops like paddy and wheat,
with the objective of supplying nitrogen in
readily available form to growing plants.

Disadvantages of broadcasting

The main disadvantages of application of

fertilizers through broadcasting are:

 Nutrients cannot be fully utilized by

plant roots as they move laterally
over long distances.

 The weed growth is stimulated all

over the field.

 Nutrients are fixed in the soil as they come in contact with a large mass of
soil.

b) Placement

1. It refers to the placement of fertilizers in soil at a specific place with or

without reference to the position of the seed.

2. Placement of fertilizers is normally recommended when the quantity of

fertilizers to apply is small, development of the root system is poor, soil have
a low level of fertility and to apply phosphatic and potassic fertilizer.

The most common methods of placement are as follows:

 Plough sole placement

1. In this method, fertilizer is placed at the bottom of the plough furrow in a

continuous band during the process of ploughing.

2. Every band is covered as the next furrow is turned.

3. This method is suitable for areas where soil becomes quite dry upto few cm
below the soil surface and soils having a heavy clay pan just below the
plough sole layer.

 Deep placement

It is the placement of ammoniacal nitrogenous fertilizers in the reduction zone of

soil particularly in paddy fields, where ammoniacal nitrogen remains available to
the crop. This method ensures better distribution of fertilizer in the root zone soil
and prevents loss of nutrients by run-off.

 Localized placement

It refers to the application of fertilizers into the soil close to the seed or plant in
order to supply the nutrients in adequate amounts to the roots of growing plants.
The common methods to place fertilizers close to the seed or plant are as follows:

a) Drilling

In this method, the fertilizer is applied at the time of

sowing by means of a seed-cum-fertilizer drill. This
places fertilizer and the seed in the same row but at
different depths. Although this method has been
found suitable for the application of phosphatic and
potassic fertilizers in cereal crops, but sometimes
germination of seeds and young plants may get
damaged due to higher concentration of soluble
salts.

b) Side dressing

It refers to the spread of fertilizer in between the rows and around the plants. The
common methods of side-dressing are

1. Placement of nitrogenous fertilizers by hand

in between the rows of crops like maize,
sugarcane, cotton etc., to apply additional
doses of nitrogen to the growing crops and

2. Placement of fertilizers around the trees like

mango, apple, grapes, papaya etc.

c) Band placement

If refers to the placement of fertilizer in bands.

Band placement is of two types.

 Hill placement

It is practiced for the application of fertilizers in orchards. In this method, fertilizers

are placed close to the plant in bands on one or both sides of the plant. The length
and depth of the band varies with the nature of the crop.

 Row placement

When the crops like sugarcane, potato, maize, cereals etc.,

are sown close together in rows, the fertilizer is applied in
continuous bands on one or both sides of the row, which is
known as row placement.

d) Pellet application
 1. It refers to the placement of
nitrogenous fertilizer in the form of
pellets 2.5 to 5 cm deep between the
rows of the paddy crop.

2. The fertilizer is mixed with the soil in

the ratio of 1:10 and made small pellets
of convenient size to deposit in the mud
of paddy fields.

Advantages of placement of fertilizers

The main advantages are as follows:

 When the fertilizer is placed, there is minimum contact between the
soil and the fertilizer, and thus fixation of nutrients is greatly reduced.
 The weeds all over the field can not make use of the fertilizers.
 Residual response of fertilizers is usually higher.
 Utilization of fertilizers by the plants is higher.
 Loss of nitrogen by leaching is reduced.
 Being immobile, phosphates are better utilized when placed.

Following are the common methods of applying liquid fertilizers

a) Starter solutions

It refers to the application of solution of N, P2O5 and K2O in the ratio of 1:2:1 and
1:1:2 to young plants at the time of transplanting, particularly for vegetables.
Starter solution helps in rapid establishment and quick growth of seedlings.
The disadvantages of starter solutions are
(i) Extra labour is required, and
(ii) the fixation of phosphate is higher.

b) Foliar application

1. It refers to the spraying of fertilizer solutions containing one or more

nutrients on the foliage of growing plants.
 2. Several nutrient elements are readily absorbed by leaves when they are
dissolved in water and sprayed on them.

3. The concentration of the spray solution has to be controlled, otherwise

serious damage may result due to scorching of the leaves.

4. Foliar application is effective for the application of minor nutrients like iron,
copper, boron, zinc and manganese. Sometimes insecticides are also applied
along with fertilizers.

c) Application through irrigation water

(Fertigation)

1. It refers to the application of water soluble

fertilizers through irrigation water.

2. The nutrients are thus carried into the soil in

solution.

3. Generally nitrogenous fertilizers are applied through irrigation water.

d) Injection into soil

1. Liquid fertilizers for injection into the soil may be of either pressure or non-
pressure types.

2. Non-pressure solutions may be applied either on the surface or in furrows

without appreciable loss of plant nutrients under most conditions.

3. Anhydrous ammonia must be placed in narrow furrows at a depth of 12-15

cm and covered immediately to prevent loss of ammonia.

e) Aerial application

In areas where ground application is not practicable, the

fertilizer solutions are applied by aircraft particularly in
hilly areas, in forest lands, in grass lands or in sugarcane
fields etc.

Self-Check 6.3-1a
Seedling and fertilizer applications

I. Identification.
Identify the following questions. Write your answer on the space provided
before each number.

_____________1. It refers to spreading fertilizers uniformly all over the field.

_____________2. It is the broadcasting of fertilizers particularly nitrogenous

fertilizers in closely sown crops like paddy and wheat.
_____________3. fertilizers in soil at a specific place with or without reference to the
position of the seed.

_____________4. It refers to the application of fertilizers into the soil close to the
seed or plant in order to supply the nutrients in adequate amounts to the roots of
growing plants.

_____________5. In this method, the fertilizer is applied at the time of sowing by

means of a seed-cum-fertilizer drill.

_____________6. It refers to the spread of fertilizer in between the rows and around
the plants.

_____________7. the fertilizer is applied in continuous bands on one or both sides

of the row

_____________8. The length and depth of the band varies with the nature of the
crop.

_____________9. It refers to the spraying of fertilizer solutions containing one or

more nutrients on the foliage of growing plants.

_____________10. In areas where ground application is not practicable, the

fertilizer solutions are applied by aircraft

ANSWER KEY 6.3-1a

Seedling and fertilizer applications

I. Identification.
Identify the following questions. Write your answer on the space provided
before each number.
1. Broadcasting

2. Top dressing

3. Placement
4. Localized placement

5. Drilling

6. Side dressing

7. Row placement

8. Hill placement

9. Foliar application

10. Aerial application

 TASK SHEET 6.3-1a
Title: Seedling and fertilizer applications

Performance Objective:
Given required supplies and materials you should be able to:
1. Demonstrate the ethical and professional attitude.
2. Assess the efficiency of service in real-life application.

Supplies/Materials : Printed materials

Equipment :

Steps/Procedure:
1.
2.
3.

Assessment Method:
 Interview(oral/questionnaire)
 Observation
 Demonstration of practical skills
 Performance Criteria Checklist 6.3-1a
Seedling and fertilizer applications

CRITERIA
YES NO
Did you….
1. Did you show a positive attitude when doing the
task?
2. Did you impart all the knowledge that have learned?
3. Did you apply all the skills you gained?

LEARNING OUTCOME
Complete seeding operations NO.4

Contents:
4.1 Seeding, machinery and equipment operation records are maintained in
accordance with farm requirements.
4.2 Machinery and equipment damage, malfunctions or irregular performance are
reported in line with farm requirements.
4.3 Machinery and equipment is cleaned, secured and stored in line with
manufacturer’s specifications and farm requirements.

Assessment Criteria:

1. Farm tools, equipment and machinery are regularly maintained are

assessed
Conditions:
The participants will have access to:

1. Printed materials

Assessment Method:

WRITTEN TEST
PERFORMANCE TEST
ORAL QUESTRIONING/ ORAL INTERVIEW

Learning Experiences
Learning Outcome 4
Complete seeding operations
Learning Activities Special Instructions
Read Information sheet 1.4-1 If you have some problem on the
Plowing to “till” or dig-up, mix, and content of the information sheets
overturn the soil. don’t hesitate to approach your
trainer.
 If you feel that you are now
knowledgeable sheets, you can now
answer self-check provided in the
module.
Answer self-check 1.4-1 Plowing to Compare your answer to the
“till” or dig-up, mix, and overturn answer key 1.4-1. If you got 100%
the soil. correct answer in this self-check,
you can now move to the next
information sheet. If not review the
information sheet and go over the
self-check again.
Perform task sheet 1.4-1 Plowing to Follow the step by step procedures
“till” or dig-up, mix, and overturn on task sheet 1.4-1 to ensure
the soil. positive performance.
Evaluate demonstration by using Trainees who passed to the next
performance check list 1.4-1 information sheet.
Those who failed go back and
review the Task Sheet.
Read Information sheet 1.4-2 on If you have some problem on the
Harrowing to break the soil clods content of the information sheets
into smaller mass and incorporate don’t hesitate to approach your
trainer.
plant residue.

If you feel that you are now

knowledgeable sheets, you can now
answer self-check provided in the
module.

Answer self-check 1.4-2 on Compare your answer to the

Harrowing to break the soil clods answer key 1.4-2. If you got 100%
into smaller mass and incorporate correct answer in this self-check,
plant residue. you can now move to the next
information sheet. If not review the
information sheet and go over the
self-check again.
Read Information sheet 1.4-3 on If you have some problem on the
Leveling the field. content of the information sheets
don’t hesitate to approach your
trainer.

If you feel that you are now

knowledgeable sheets, you can now
answer self-check provided in the
 module.

Answer self-check 1.4-3 on Leveling Compare your answer to the

the field. answer key 1.4-3. If you got 100%
correct answer in this self-check,
you can now move to the next
information sheet. If not review the
information sheet and go over the
self-check again.

Information Sheet 6.4-1

Complete seeding operations
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Describe an ethical procedures in preparing land for agricultural crop
production.

INTRODUCTION:
This Information sheet will cover the prepare land for agricultural crop
production through Complete seeding operations.

Techniques of nursery operations in arid zones

Nurseries are places where seedlings are raised for planting purposes. In the
nursery the young seedlings are tended from sowing to develop in such a
way as to be able to endure the hard field conditions. Whether local or
introduced species, nursery seedlings are found to have better survival than
seeds sown directly in the field or through natural regeneration. So nursery
seedlings become the planting material for plantations, whether these
plantations are for production, protection or amenity.

Nurseries are of two types

Temporary nurseries: These are established in or near the planting site.

Once the seedlings for planting are raised, the nursery becomes part of the
planted site. There are sometimes called "flying nurseries"

Permanent nurseries: These can be large or small depending on the

objective and the number of seedlings raised annually. Small nurseries
contain less than 100,000 seedlings at a time while large nurseries contain
more than this number. In all cases permanent nurseries must be well-
designed, properly sited and with adequate water supply.

Seedling production is a major expense of afforestation and every effort

should be made to produce good quality seedlings at a reasonable cost. To
this end mastering the techniques of nursery operations is essential. This
chapter will review the various operations involved in the production of
seedlings.

Transport or distance from the nursery to places of seedling demand.

Good water supply source is available, example. near a river or a well.

Because water is very crucial to the nursery, this is a determining
factor.

Good soil source is available; as soil is bulky, it is needed in great

quantities. Site soil must be at least free from salinity and alkalinity.

Also, the site must be well drained to avoid waterlogging and be fairly
safe from flood hazards.

Shelter against prevailing winds: sites which have a natural shelter by

vegetation or any other formation are preferred to exposed sites. If the
site is exposed then it must be sheltered artificially.

The site must have good access roads to places of seedling demand.
This will ensure that seedlings can reach the site in good condition.
Bad roads and long journeys reduce seedling survival to a great
extent.

The nursery must be sited where labour is available or can be easily

obtained and accommodated. Nursery work is labor-intensive and
placing nurseries far away from habitation centres will be very costly.

Collection, handling, storage and pre-treatment of seeds

Seed quality
Seeds are either collected by the forester or obtained from a known seed
source in the country or abroad. In the latter case, the seed must be of good
quality:

 it must be clean from dirt, debris and chaff;

 it must be free from pests and pathogens;

 it must have a high percentage of germination;

 it must be accompanied by a note, carrying the scientific name of the

species, place of collection, date of collection, number of seeds/unit
weight and whether any treatment has been applied.

Seed collection

To ensure good seed quality, fruit collection must be made from trees having
the desirable characters. Such trees are labelled and their locality recorded
on a map.

Nature of fruit: dehiscent or intact. Does it remain on the tree or fall to the
ground?

Hazards to the fruits: collected by humans, animals, insects, pathogens,

blown by wind?

Collection time and method: well developed and mature fruits contain
good seeds. So the collection time is when fruits are fully matured.

Fruits are either collected from the tree by beating the tree with a stick, or
shaking the crown with a long hook, or by climbing.

Some fruits fall to the ground and they are collected. In such a case, the
place of collection is cleaned beforehand.

Treatment of fruits: Collected fruits are cleaned, sprayed against insects

and spread on a clean sheet to dry.

Seed drying

Once seeds are extracted, they are cleaned of chaff and dirt and dried in the
sun or in an oven. If seeds are stored wet, moulds and pathogens may spoil
them.

Seed storage

Seeds, whether bought or collected, must be stored in a proper way until

needed. Dry seeds can be safely stored in air-tight polythene bags at room
temperature.

When seeds are stored they are normally labelled, given a number and
placed in an air-tight bag inside a closed tin. A single tin may contain
several bags and a card register system is used to indicate in which tin
seeds are stored and how much is left after using a given quantity.

Seed viability

Some seeds lose their viability in a short period.Therefore it is important to

test seeds which are stored to determine their germination percentage and it
is useless to store any seeds that fall below 40% germination
unless they are very rare or very expensive.

Germination test: Filter paper method - where seeds are

small, about 100 seeds are germinated in a petri-dish over a
filter paper. Silt test - 100 seeds are sown in a container with
silt soil.

Tetrazolium chloride test: This is a chemical that imparts

colour to living tissue. The seed is cut and the liquid is
smeared onto the cut surface to find whether the embryo is
alive.

Seedling production

There are many operations involved in seedling production. The most

essential ones are described below:

Nursery soil mixtures

Nursery potting soil should have the following

characteristics:

- it must be light;

- it must be cohesive;

- it must have good water retention capacity;

- it must have high organic matter;

- it must be fairly fertile or made so by the addition of 2 kg NPK/M 3 of soil.

Mechanical treatment - A small number of seeds can be scarified by

scratching each seed with sandpaper, by cutting each seed with a knife, or
by sandpapering the end of the seed that is opposite the radicle until the
cotyledon is seen. With large quantities of seed, mechanical scarification can
be achieved by pounding the seeds with sand, or by rubbing the seeds over
an abrasive slab. A variety of other methods of scarification are also
available.

Soaking in cold water - For a number of tree and shrub species soaking
their seeds in cold water for from one to several days is sufficient to ensure
germination. The improvement in germination is caused by the softening of
the seed coat and the ensuring of adequate water absorption by the living
tissues. When long soaking periods are used, it is recommended that the
water be changed at intervals. Usually, it is important to sow the seed
immediately after soaking without drying, because drying generally reduces
the viability of the seed.

Soaking in hot or boiling water - The seeds of many leguminous species

have extremely tough outer coats, which can delay germination for months
or years after sowing, unless subjected to pre-treatment by immersion in hot
or boiling water. The seed is immersed in two to three times its volume of
boiling water, and allowed to soak from 1 to 10 minutes, or until the water
is cold. The gummy mucilaginous exudations from the seed coat are then
washed off by stirring in several lots of clean water.

Acid treatments - Soaking in solutions of acid is frequently used in the

case of seeds with hard seed coats. Concentrated sulphuric acid (98 per
cent) is the chemical used most generally. Most commonly, soaking times
vary from 15 to 30 minutes. After soaking, the seed must be washed
immediately in clean water. Tests should be made to determine the optimum
period of treatment for each tree or shrub species, and even for different
provenances, since overexposure to solutions of acid can easily damage the
seed.

Seed inoculation - Legume trees have root nodules which harbor nitrogen-
fixing bacteria. When seeds are planted outside their natural range, the soil
should be inoculated with crushed nodules from natural stands. Some
inoculum are available on the market which can be mixed with the seeds
before germination.

Other treatments - For a number of salt bushes and shrubs such as

Atriplex, washing seeds in cold water for one to two hours is sufficient to
remove salt from the seeds and improve germination.

Sowing of seeds

Having determined the soil mixture, kind and size of container, one would
proceed to sow the seeds.

Type of sowing: When the containers are beds or boxes, seeds can be sown
by broadcasting or in lines. When the containers are pots, then it is pit
sowing.

Depth of sowing: Seeds are sown at a depth of 1-3 times their diameter.
When seeds are sown at this depth adequate moisture and optimum
temperature will hasten their germination. Excessively deep sowing will
impair seedling emergence.

Ideal sowing time: This is determined by the period required to raise a

plantable seedling of the desired size.

Watering plants in the Nursery

After sowing, seed beds should be watered using a fine nozzle spray,
producing almost a mist. This will-guard against removing and washing
away fine seeds. Hand watering, whether by a container or with a hose, is
the best method of watering. Watering is done frequently until seeds
germinate.

Care of Nursery Stock

Weeding: Weeds compete for water and soil nutrients. They also block the
circulation of air and may harbor insects and disease organisms. Where
weeds are permitted to grow in the seedbeds, seedlings will be of poor
quality; therefore weed competition must be eliminated.

Root pruning: Some of the tree and shrub species best adapted to arid zone
environments are characterized by a strong taproot. However, when raised
in a container, the development of the taproot becomes constricted; it can
emerge from the bottom and will grow into the soil of the bed beneath if it is
not cut.

Control of Damping-off: Damping-off is a common and serious disease in

many forest nurseries. It can occur either in seed beds or in containers after
transplanting. Damping-off is a pre-emergent and seedling disease caused
by various fungi. Some of these fungi attack the seed just as germination
starts, whereas others infect the newly germinated seedlings. Affected
seedlings topple over, as though broken at the ground line, or remain erect
and dry up. A watery-appearing constriction of the stem at the ground line
is generally visible evidence of the disease. Damping-off is favored by high
humidity, damp soil surface, heavy soil, cloudy weather, an excess of shade,
a dense stand of seedlings, and alkaline conditions.

Hardening-off: Seedlings continue under nursery care while they develop

for 2-3 months. Then the good ones will be selected and placed in separate
beds. They are given less water and exposed to the sun gradually to
condition them for planting in the site. This hard treatment is called
hardening-off. Seedlings will develop a dark green colour and look healthier
in the open than under nursery shade.
 Self-Check 6.4-1
Complete seeding operations
I. Identification.
Identify the following questions. Write your answer on the space provided
before each number.
_____________1. There are sometimes called "flying nurseries"
_____________2. These can be large or small depending on the objective and
the number of seedlings raised annually

_____________3. Dehiscent or intact. Does it remain on the tree or fall to the

ground?

_____________4. collected by humans, animals, insects, pathogens, blown by

wind?

_____________5. where seeds are small, about 100 seeds are germinated in a
petri-dish over a filter paper.
_____________6. This is a chemical that imparts colour to living tissue.
_____________7. A small number of seeds can be scarified by scratching each
seed with sandpaper, by cutting each seed with a knife, or by sandpapering
the end of the seed that is opposite the radicle until the cotyledon is seen.
_____________8. For a number of tree and shrub species soaking their seeds
in cold water for from one to several days is sufficient to ensure germination.
_____________9. compete for water and soil nutrients.
_____________10. is a common and serious disease in many forest nurseries.

ANSWER KEY 6.4-1

Complete seeding operations
I. Identification.
Identify the following questions. Write your answer on the space provided
before each number.
1. Temporary nurseries

2. Permanent nurseries

3. Nature of fruit

4. Hazards to the fruits

5. Germination test/ Filter paper method

6. Tetrazolium chloride test

7. Mechanical treatment

8. Soaking in cold water

9. Weeding

10.Control of Damping-off
 TASK SHEET 6.4-1
Title: Complete seeding operations

Performance Objective:
Given required supplies and materials you should be able to:
1. Demonstrate the ethical and professional attitude.
2. Assess the efficiency of service in real-life application.

Supplies/Materials : Printed materials

Equipment : Plow, harrow

Steps/Procedure:
1.
2.
3.
Assessment Method:
 Interview(oral/questionnaire)
 Observation
 Demonstration of practical skills

Performance Criteria Checklist 6.4-1

Complete seeding operations

CRITERIA
YES NO
Did you….
1. Did you show a positive attitude when doing the
task?
2. Did you impart all the knowledge that have learned?
3. Did you apply all the skills you gained?
 Information Sheet 6.4-1a
Farm tools, equipment and machinery are regularly maintained
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Describe an ethical procedures in preparing land for agricultural crop
production.

INTRODUCTION:
This Information sheet will cover the Prepare land for agricultural crop
production through farm tools, equipment and machinery are regularly
maintained.
Maintenance tasks in agriculture
Maintenance activities in agriculture include the maintenance of both
machinery and infrastructure and they can range from simple tasks
(changing a light bulb) to more complicated ones (maintenance and repair of
machinery in large plants). Maintenance, such as the annual
weatherproofing of a barn roof, may be planned or may be carried out as
and when required, for example when a blockage occurs in a piece of
machinery.
Maintenance and repair of machines and equipment
Day-to-day maintenance keeps machinery, vehicles and equipment on farms
safe. It includes oil and filter changes, battery charging and replacement.
Workshop
Workshops are needed to service, repair, and adjust
equipment and keep tools in one location for all kinds
of farm work. Workshops may therefore contain a
range of dangerous tools and substances. It is
important that workshops are properly designed and
equipped. A good workshop can improve the efficiency
of farm work and facilitate preventive maintenance of
equipment How a workshop is arranged, equipped and
maintained is also important to prevent risks. Broken
equipment, machines and vehicles have to be repaired
as soon as possible and this is often done by the
farmers and their employees. Only large farm
companies have big workshops and employ skilled maintenance technicians.

Machinery maintenance
The maintenance on machinery and its implements, equipment and farm
vehicles includes tasks such
 Maintenance of electrical connections;
 Replacing or repairing safety guards;
 Sharpening or replacing machines’ cutting blades;
 Regular maintenance of engines, cooling systems;
 Lubrication, oil changes, filter changes:
 Maintenance of lifting equipment;
 Clearing blockages;
 Light metal machining, welding;
 Operations with compressed air/tiers;
 Maintenance of oil mill’s machinery as olives transporters, cleaner and
washing machine, mill, mixer, transfer pumps, centrifuges, screw extractor,
receiving hoppers, presses;
 Cleaning and lubricating power-take-off shaft guarding;
 Maintenance of hydraulic systems.
Maintenance of portable tools
Portable tools such as saws, hammers, screwdrivers, axes and wrenches
and powered portable tools
such as circular saws, drills, motor winch or high pressure cleaners are part
of everyday work in
agriculture. These everyday tools can be very dangerous and when they are
not maintained properly
they can cause serious injuries, such as electric shock, finger or hand
injuries or severe eye injuries.
Especially dangerous are broken or defective tools, or tools that have been
modified
unprofessionally. Powered hand tools can also cause physical hazards such
as vibration and noise,
and can cause ergonomic injuries especially if they are not properly
maintained.
Portable electrical tools have been responsible for many electrocutions on
farms. Such tools include
electric welders, drills, angle grinders, and battery chargers.
Tasks to be performed are:
 Cleaning
 Lubricating
 Sharpening blades, saw chains and drills
 Replacing broken and used parts
 Replacing broken cords
Tools must be kept in good condition and appropriately stored.
Maintenance and repair of vehicles Regular inspection and service of
agricultural vehicles is important to ensure continuity of farm work and to
prevent accidents in the field and in the work shop. However, workers can
be seriously and even fatally injured while performing simple maintenance
tasks and repairs to agricultural vehicles such as tractors. Particularly,
repair of vehicles out in the fields presents a great challenge and should be
carried out with particular care.
 Checking, maintaining and repairing brakes, clutches and drives;
 Checking and filling fluid levels (hydraulic fluid, coolants, oil);
 Charging batteries;
 Checking and repairing tyres and wheels;
 Removing/exchanging wheels;
 Checking and replacing air hoses;
 Checking, maintaining and repairing hydraulic lifts and coupling devices;
 Checking tyre pressure.
Two agricultural machinery operators had been asked by the head engineer
for transport to change the wheels of a T-150K tractor. Worker No 1 put a
jack under the front axle of the tractor, raised the tractor and put tubular
support under its front part. The workers tried to put a wheel on the axle
but it was not possible because the tractor was too high. Worker No 1
entered under the front part of the tractor with the intention of lowering the
machine in order to allow worker No 2 to put the wheel on. During this
operation, the tractor tilted and the metal support did not bear the
additional weight. The tractor moved down onto worker No 1. Worker No 2
saw the incident, immediately put the jack under the tractor, raised it and
pulled out worker No 1. Cause of accident: workers were not properly
equipped to change wheels, unsafe work practice.
Maintenance of farmyards and buildings
Building works and maintenance of buildings
are typical tasks on farms. This can involve,
among others, dismantling and re-erecting
entire buildings, maintenance of roofs, and
dealing with asbestos.
Construction work on farms is one of the most
dangerous tasks in agriculture. There are
more than twice as many accidents related to
agricultural construction as there are in the
construction industry itself.
Tasks to be performed are:
 Demolition;
 Construction;
 Renovation and isolation;
 Painting work;
 Maintenance of water and electrical supply;
 Maintenance of sewage treatment;
 Maintenance of gutters and down pipes;
 Maintenance of roofs;
 Maintenance of glasshouses;
 Cleaning tasks.

Work on fragile roofs

One of the main causes of serious and fatal
accidents in agriculture is falling from height, such
as during work on fragile roofs.
Many farm buildings have old or poorly-maintained
roofs, often made of fibre cement. These roofs
cannot safely support the weight of a person. Other
sources of danger are the roofs of glasshouses,
skylights (roof lights), and where metal sheets used
as a roofing material have corroded.
Asbestos
Material containing asbestos is still present on many farms. The risk from
asbestos has to be assessed. The following list is taken from HSE, A short
guide to managing asbestos in premises, 2009,
http://www.hse.gov.uk/pubns/indg223.pdf, and it outlines the different
forms in which asbestos may be present on agricultural premises:
 sprayed asbestos and asbestos loose packing - generally used as fire
breaks in ceiling voids;
 moulded or preformed lagging -generally used in thermal insulation of
pipes and boilers;
 sprayed asbestos - generally used as fire protection in ducts, fire breaks,
panels, partitions, and on asbestos cement sheets around structural steel
work;
 insulating boards used for fire protection, thermal insulation, partitioning
and ducts and as soffits and as ceiling or wall panels;
 some ceiling tiles;
 millboard, paper and paper products used for insulation of electrical
equipment. Asbestos paper has also been used as a fire-proof facing on
wood fiberboard;
 asbestos cement products, which can be fully or semi-compressed into
flat or corrugated sheets. Corrugated sheets are largely used as roofing and
wall cladding. Other asbestos cement products include gutters, rainwater
pipes and water tanks;
 certain textured coatings;
 bitumen roofing material;
 vinyl or thermoplastic floor tiles.
Maintenance of silos, bins, slurry tanks
and grain tanks
The maintenance of silos, slurry tanks,
bins and grain conveyors presents the
usual risks associated with working in
confined spaces. Access to such confined
spaces is usually only possible through
one access point, with no alternative exit,
and often with a small opening. In slurry
tanks the most common operations carried out are cleaning, inspection,
repair or installation of devices. In grain conveyors and bins, workers enter
to remove blockages that stop grain flow.
Maintenance of electrical installations
Disregarding safety regulations and safe
work procedure while working with
electrical installation can be fatal, as can
working with broken electrical installations
and equipment. Even a small amount of
current can kill a person. According to HSE
about 30% of electrical shocks are fatal.
Maintenance of electrical installations should be carried out by experts.
Electrical installations can be found in all buildings, including stables,
workshops, residential houses and the farmyard, and many other farm
buildings.
Tasks to be performed include installing new and repairing broken cables,
electric sockets, light, pumps, and ventilation.
Electric fences
Electric fence equipment is widely used
on farms and has caused a number of
fatal electrical accidents. Tasks to be
performed are:
 Repair of broken electrical fences
 Installation of electrical fences
Maintenance of drainage and irrigation systems
Typical drainage maintenance activities include regular inspections, repairs,
outlet replacement, erosion control, and blockage removal.
Ditch Maintenance--- Ditches are built to drain water from the land,
especially during or after heavy rain or melting of snow. Maintenance is
necessary to remove sediment, silt, vegetation and debris to ensure an easy
passage of water and to prevent flow blockages. Maintenance tasks include
inspection and repair of pump screens and weirs, of irrigation and drainage
pumps, and the monitoring of water control structures such as weirs
associated with farm ditches.
Maintenance of paved and unpaved roads
 In fields and on forestry roads it is necessary to maintain a high level of
tidiness, eliminating uneven surfaces and obstructions which could cause
tripping or the overturning of vehicles. For this reason it may be necessary
to pave roads and continuously repair and maintain both, paved and
unpaved tracks. Forestry roads and trails should be smoothed, repaired and
left in a stable condition to resist erosion. Erosion of unpaved roadways
occurs when soil particles are loosened and carried away by water, wind,
traffic or other means. The maintenance of paved and unpaved roads
requires big roadmaking machines and agricultural vehicles.
Maintaining machinery (including impromptu repairs)
Maintenance activities, especially of machinery, tend to be carried out on an
irregular or infrequent basis, for example when a blockage occurs or a
vehicle breaks down. Where a sudden fault leads to unplanned
maintenance, it may be undertaken by a lone worker simply because the
fault arose while they were already working on their own. Should an
accident then occur, its severity can be amplified owing to the fact that the
injured party may not only be alone but also in a remote location. If they
were not expected to return to the main farm until later in the day and are
unable to call for help via a mobile phone or radio, no-one will initially miss
them. They may not be found or treated until several hours after the
accident occurred and this time lag can mean the difference between a
serious injury and a fatal one.
Maintaining infrastructure (including planned or routine maintenance)
Maintenance of infrastructure, although more likely to be planned, may still
involve lone working and, therefore, carry all the associated risks.
Lack of personal protective equipment
Depending on the maintenance task, protection may be required such as
eye, ear and respiratory protection, safety footwear and appropriate gloves.
Clothing is an important consideration since there is the potential for loose-
fitting material to be dragged into machinery, pulling the operator in with it.
Lack of personal protective equipment (PPE) may cause injury or make it
worse. Inappropriate or lack of PPE may also cause exposure to hazardous
chemicals. The maintenance of infrastructure often involves working at
height, for example, when weatherproofing barn roofs. Farm workers often
do not use safety harnesses to prevent them from falling through the roof or
from it to the floor surface below.
Financial constraints, time pressure and fatigue
Financial constraints and considerations can determine the line of action a
farmer will take when it comes to maintenance. For example, in order to
save money, a farmer may carry out makeshift repairs using substandard
components, tools and PPE, and may be reluctant to replace damaged
guards or to employ professional service engineers.
Time pressure may play a role in whether or not a farm worker turns off a
machine before carrying out maintenance work and can lead to the worker
carrying out a temporary repair with inappropriate tools and equipment
rather than spending time doing the job properly.
The demanding nature of agricultural work, combined with financial
constraints and time pressure can lead to fatigue. Fatigue increases the risk
of accidents as it may reduce among others in decision making ability,
attention and vigilance, and increase reaction time. A few studies have
shown this effect of fatigue to be similar to that of alcohol intoxication, also
increasing the tendency for risk-taking in much the same way.
Lack of awareness / training / information
Many farm workers are self-taught. They often work alone with assistance
from their family members and occasional help from employees at peak
times. Many have only practical experience and no professional agricultural
training. Maintenance work in agriculture involves multiple tasks that are,
in many cases, seasonally determined and take place in a variety of
locations from the workshop to the farmyard to the field). Agricultural
workers involved in maintenance are expected to be able to switch from one
type of equipment or tool to another, depending on the needs. This makes
professional agricultural training very difficult and as a result most farmers
are typically trained ‘on-the-job’.
Lack of formal training can mean that the methods agricultural workers
employ do not always follow best-practice. A common example is poor
housekeeping where, for instance, workers do not clear up substances such
as oil, water or debris, creating slip and trip hazards. Other examples
include using the wrong tools or equipment for the job, and incorrect
manual handling.
Confined spaces such as slurry tanks are hazardous places, but many
agricultural workers enter them without a true appreciation of how
dangerous they could prove to be.

Machinery maintenance
Before working with any machinery, you should carry out a basic check to
make sure that the machinery is in good working order.
 Check for mechanical defects (paying particular attention to brakes).
 Check that guards are in place.
 Check that guards are not damaged.
 Damaged guards must be reported and repaired.
 Replace missing guards.
 Never use machines which are not properly maintained.
General workshop safety
 Keep the workshop clean and tidy.
 Make sure there are no slipping and tripping
hazards.
 Make sure that floors, steps, stairs, passages and
gangways are properly maintained and kept free
from obstruction, such as trailing cables, tools
sacks or pallets.
 Keep walking and working surfaces free from any
substance, such as oil, that is likely to cause people
to slip.
 Make sure there is enough space for storing tools
and materials.
 Remove waste, dust, and old equipment.
 Keep welding gas bottles secured upright, and make sure they can be
moved easily on a trolley when in use.
 Make sure battery charging is done in a well-ventilated area away from
sources of ignition
 Avoid chlorinated solvents for degreasing. Use a less harmful product and
put degreasing baths in well-ventilated areas.
 Make sure arc welding is done in a protected area so that others nearby
are not affected
 Keep noise levels from plant, such as compressors,
controlled;  Keep tools in good working condition
 Make sure PPE is provided – eye protection for
chiseling, grinding and welding work; respiratory
protection for work that creates dust, if extraction cannot
be provided; foot protection if there is a risk of things
falling on to the feet.

Working in confined spaces

Workers at farms may need to enter confined spaces, such as moist grain
silos, slurry pits or storage bins and similar equipment, to carry out
maintenance, inspection, cleaning and repair. Working in confined space
can be very dangerous. Dangers can arise because of lack of oxygen, the
presence of toxic gases, or because liquids or solids can
suddenly fill the space.
Poor visibility increases the risk of accidents in confined
spaces
 Avoid entering confined spaces, perhaps by doing the
work from outside
 If entry to a confined space is unavoidable, follow a
safe system of work (ventilation, testing the atmosphere,
adequate equipment)
 Put in place adequate emergency arrangements before
the work starts. Someone should remain outside in case
of emergency.
 Test the air before entering and monitor it during the
work
 Use adequate equipment, such as personal protective
equipment (for instance, respirators, harnesses and safety lines), lighting
(approved for explosive atmospheres) and communications gear.
People who carry out maintenance in confined space should have adequate
training and experience. Good design, including design of openings, covers
and fasteners, can improve diagnosis and accessibility for maintenance
operations.
Using ladders
 Don’t use a ladder if there is a safer way of
doing the job, such as by using a scaffold or
suitable working platform.
 Use ladders only when there is no safer
alternative, and only for simple work of short
duration (minutes not hours).
 Always make sure the ladder:
o has a level and firm footing;

o does not lean against a fragile surface (for

instance, fibre cement gutters);
o is secure and cannot slip.

Personal protective equipment (PPE)

 PPE is any equipment which protects the wearer
from a health and safety risk. It includes
respiratory protective equipment, eye and face
protection, hearing protection, head protection
(safety helmets), safety boots and gloves.
Engineering controls and safe systems of work
must always be considered.
Provide and ensure the use of PPE if you cannot
eliminate the risk by engineering controls and
safe systems of work, as a last resort.
PPE has to be suitable for the work and
conditions, and must give adequate protection.

Self-Check 6.4-1a
Farm tools, equipment and machinery are regularly maintained
I. Identification.
Identify the following questions. Write your answer on the space provided
before each number.
_____________1. activities in machinery and infrastructure and they can
range from simple tasks
_____________2. need to service, repair, and adjust equipment and keep tools
in one location for all kinds of farm work.
_____________3. One of the main causes of serious and fatal accidents in
agriculture is falling from height, such as during ________________.
_____________4. safety regulations and safe work procedure while working
with electrical installation can be fatal, as can working with broken
_________.
_____________5. equipment is widely used on farms and has caused a
number of fatal electrical accidents.
_____________6. In fields and on forestry roads it is necessary to maintain a
high level of tidiness, eliminating uneven surfaces and obstructions which
could cause tripping or the overturning of vehicles
_____________7. Before working with any machinery, you should carry out a
basic check to make sure that the machinery is in good working.
_____________8. Make sure there are no slipping and tripping hazards.
_____________9. only when there is no safer alternative, and only for simple
work of short duration (minutes not hours).
_____________10. What is PPE?

ANSWER KEY 6.4-1a

Farm tools, equipment and machinery are regularly maintained
I. Identification.
Identify the following questions. Write your answer on the space provided
before each number.
1. Maintenance

2. Workshops

3. Work on fragile roofs

4. Electrical installations

5. Electric fence

6. Paved and unpaved roads

7. Machinery maintenance

8. General workshop safety

9. Ladders

10. Personal protective equipment (PPE)

 TASK SHEET 6.4-1a
Title: Farm tools, equipment and machinery are regularly
maintained

Performance Objective:
Given required supplies and materials you should be able to:
1. Demonstrate the ethical and professional attitude.
2. Assess the efficiency of service in real-life application.

Supplies/Materials : Printed materials

Equipment :

Steps/Procedure:
1.
2.
3.

Assessment Method:
 Interview(oral/questionnaire)
 Observation
 Demonstration of practical skills

Performance Criteria Checklist 6.4-1a

Farm tools, equipment and machinery are regularly maintained
CRITERIA
YES NO
Did you….
1. Did you show a positive attitude when doing the
task?
2. Did you impart all the knowledge that have learned?
3. Did you apply all the skills you gained?