Agriculture I

VOCATIONAL HIGHER SECONDARY
PLANT PROTECTION
TEACHERS SOURCEBOOK
Government of Kerala Department of Education

2005
State Council of Educational Research & Training (SCERT)

Vidyabhavan, Poojappura, Thriuvananthapuram-12, Kerala
Government of Kerala Prepared by : State Council of Educational Research and Training (SCERT)
Vidyabhavan, Poojappura, Thiruvananthapuram - 12, Kerala
2005
Preface
Dear Teacher, The activity based, process oriented and learner-centred pedagogy is being introduced in the Vocational Higher Secondary Classes. It becomes imperative to make significant changes in the learning process as well as in the evaluation system for its successful implementation. Accountancy and Auditing is the most popular course offered under commerce based vocational courses. Through practicals and practices, learners and equipped to get wage employment or self employment after completing the course. So it requires a learning methodology which facilitates to adapt the current trends of business process. This sourcebook has been designed in such a way to help the teacher to provide suitable learning activities for effective learning. The success of the approach depends upon the vision and commitment of the teacher. For the preparation of the sourcebook, the SCERT Kerala has drawn the expertise from the field of commerce as well as the pedagogic expertise of higher secondary teachers. This book provides guidance on theoretical and practical aspects of the subject as well as opportunities for planning the activities needed for the transaction of the curriculum and the evaluation process. We solicit your comments and suggestions for the improvement of the sourcebook. With regards, Thiruvananthapuram 05.07.2005 Dr. E. Valsala Kumar Director SCERT, Kerala
C o n t e n t
Part I I Approach ...................................................... 5 II Learning Strategies ........................................... III Curriculum Objectives & Syllabus..................... IV Planning ......................................................... V Evaluation ......................................................
Unit Analysis
Concept
Concept about agriculture Classification
Chapter 1
Process skill Group discussion Inference
Plant Science Agronomy Hoticulture Forestry Animal Science Animal Husbandry Fisheries
Objective
Activity
Materials
Product
Evaluation
Student understands concept of agriculture, its importance and the branches through discussion and collecting information.
Paper cuttings, Notes on Agricul- Prepared notes, cards (discussion ture, its branches presentation. and Tree diagram. point)
The student analyse and interprets the data on area and production of important agricultural crops, different Agricultural Institutions,and understands the importance of Agriculture in Kerala and India.
Importance of Agriculture, Area, Production and Productivity of crops, Important Agricultural Insitutions. Importance of Agriculture in Indan Economy. Observation Classification Numerical relation, Inference, Prediction
Paper cuttings, Brain storming Data on area and Notes and Discussion Assignment (format) Collection, Analysis, production Assignment,
Submission of collected data, Assignment. Notes
Students become able to identify and classify various agricultural crops through observation and making notes. Identification, Classification of important Agricultural crops. Observation Classification Infering
Field visit Discussion
Field visit sched- Notes and report Report of field visit. of field visit. ule Notes Format for classifying crops.
INTRODUCTORY AGRICULTURE
Introduction
Agriculture is a way of life. India is the land of agriculture and Kerala is the land of spices. In India more than 60% of the population depend on agriculture for their livelihood. Agriculture has played an important role in socio cultural changes that resulted the evolution of a civilised society. As a branch of science, agriculture has contributed much to fulfil the various needs of human beings. As the availability of cultivable land is less in Kerala, a diversified multitier cropping system is adopted by the state. Agriculture is the back bone of Indian economy. It contributes about 1 / 3 rd of the national income and provides employment to 40% of the population either directly or indirectly. Agriculture is the major contributor of raw materials to industries. Agriculture helps to earn valuable foreign exchange through the export of spices and other agricultural commodities. Considering this paramount importance, the government is keenly interested in the development of this sector for the welfare of the nation. Agriculture is an important sector that is utilising the advantages in information technology effectively. Agriculture is an important identified area where IT enabled education can be practiced successfully. Agriculture can be broadly classified into two plant science and animal science. Under the plant science we have Agronomy, Horticulture and Forestry. Among the Animal Science, Animal Husbandry, Poultry and Fisheries are the important branches. A number of institutions related to Agriculture are functioning in our country engaged in R & D, Teaching, Extension and Training activities for the welfare of the farming community. Some international institutions are also functioning in our country. Agriculture has an inherent flexibility to accept and utilise the global changes for its growth, development and innovations and it will remain as a way of life for the generations to come.
Curriculum Objectives 1
Student understands concept of agriculture, its importance and the branches through discussion and collecting information.
Syllabus
Agriculture - Branches
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Plant Science Animal Science
Plant Sciences
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Agronomy Horticulture Forestry
Animal Science
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Animal Husbandry Poultry Fisheries
Learning Activity - Know Agriculture Group discussion and Presentation Group of five students Materials Point card for discussion Paper cutting on agriculture and allied activities. 1.
Consolidation
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Concept mapping - Agriculture Etiology and definition of agriculture 'Ager' - field/land 'Cultura' - to cultivate 2. 3.
List the agriculture activities and classify them based on the food the group members had yesterday by grouping crops and animals. Why did the student choose agriculture? Importance of agriculture in Human civilisation and life?
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Human civilisations and role of agriculture Modern agriculture
Classification of Agriculture (based on the food) Break fast Tea Tea - Plant origin - Plantation crop (Horticulture) Milk - Animal origin - (Animal Husbandry) Sugar - Plant origin - Sugar crop (Agronomy) Iddli Cereals - Paddy - Agronomy Pulses - Black gram - Agronomy Sambar Vegetables - Horticulture Facilitate to know the history and evolution of Agriculture and emphasise on 'ART', 'SCIENCE' and BUSINESS. Facilitate to identify crops and branches of Agriculture from the foods. Facilitate to classify the branches and crops identified, supplement if required.
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Spices - Horticulture Condiments - Horticulture Lunch Cereal Vegetables Oil seeds Pickles - Mango - Fruit crop - Horticulture Fish - Fisheries/Egg - Poultry/Meat - Animal husbandry Supper Cereals Fruits Vegetables Egg/Fish/Meat
Product
Notes and Tree diagram
Fisheries Poultry Animal husbandary
Agriculture
Pla nt Sci enc e
Agronomy
Forestry
ce cien lS ima An
Horti culture
Reference
1. 2. 3. 4. Handbook of Agriculture Dictionary of Agriculture Fundamentals of Agronomy CD on relevant topic. ICAR/Kalyani Publications by 'Deepika Publications' Gopal Chandra De
Evaluation
1. 2. 3. 4. 5. What do you know about Agriculture? How does Agriculture become a Art, Science and business? If there is no agriculture what will happen to Human beings? What is the impact of paddy land convertion? Draw and explain a tree diagram to show the classification of Agriculture?
The student analyse and interprets the data on area and production of important agricultural crops, different Agricultural Institutions and understands the importance of Agriculture in Kerala and India.
Syllabus
Area, Production and Productivity of important crops of Kerala. Paddy, Coconut, Banana, Pepper, Rubber, Tapioca and local crops (non evaluative) Important agricultural institutions - Under Department of Agriculture - Under K.A.U - Under I.C.A.R - Under Commodity Boards Importance of Agriculture in Indian Economy Discuss and list the major crops of Kerala. Evolve the data collection format.
Learning Activity - Status of Agriculture

Discuss the recent trends in area and production of crops. Students grouped to 5nos/Group. Discuss and evolve the format for data collection on area and production of crops. Facilitator consolidate the important crops like Paddy, Coconut, Banana, Rubber, Tapioca and local crop and evolves the format for data collection.
Collection and Analysis
Collect the area and production of important crops and calculate the productivity. The teacher facilitate to analyse the data on area and production, find productivity of each crop and compare it with the productivity of neighbouring states. The teacher also consolidates that productivity =
Assignment
Pr oduction Area
The teacher facilitates to evolve the format for data collection for assignment on Important Agricultural Institution in Kerala. Teacher consolidates the important Institutes and their activities
Brain storming
The teacher facilitate the students to list and priorities the importance of Agriculture on Indian Economy by using related paper cuttings. Teacher consolidates the importance of agriculture in Indian Economy by providing points. As livelihood As employment provider As supplier of raw materials to industries As foreign exchange earner. As source of Revenue. Social importance.
Materials
1. 2. Paper cuttings - Related to issue of area and production; Paddy and conversion. Format for Collection (to be evolved by students) of data. Year
Sl.No Crop Area Production Productivity Unit Productivity of nearby states
3.
Format of Data Collection for assignment

Name of Institute International National/State ICAR, KAU Dept. Agri/ Board Activities R & D/ Teaching/ Extension Crops Dealt With
Sl.No.
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4.
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Paper cutting showing the importance of Agriculture to initiate brain storming. Facilitate to initiate the discussion on issues of Area and Production Facilitate to find the productivity and provide the productivity of neighbouring states of important crops. Facilitate to discussion the importance of productivity under conditions like i. Scarcity of land ii. Population iii. High Yielding varieties.
Product
Notes Assignment Collected data on area and production.
Reference
Farm Guide FIB, Department of Agriculture The HINDU Karshaka Sree, Kerala Karshakan, Karshakan Survey of Indian Agriculture Periodicals -
Evaluation
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Explain how the productivity meets the demanding population? What would happen if the area of cultivation of paddy in reduced? Imagine you are the Agricultural Minister. What would you suggest to improve the productivity of crops and revenue.
Students become able to identify and classify various agricultural crops through observation and making notes.
Syllabus
Agricultural classification of crops
Learning activity - See the crops

Teacher facilitates to fix the time schedule and evolve the format of classification of crops through discussion. Field visit
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Materials
Schedule of field visit. Format for classification (to be evolved by students)
Sl.No. Classification of crops Examples identified Economic part used Uses Remarks
Facilitates to identify and classify crops in the field.
Consolidation
Facilitate to identify and classify crops. Classify the important Agricultural crops. Collect more examples for different classes of crops. Differentiate between cereals and millets. Differentiate between species and condiment. Identify the crops in which we are not self sufficient.
Product
Notes Report of field visit.
Reference
Hand book of Agriculture Fruit Vegetables Phalavrikshangal ICAR Renjith Singh B.Chowdhary G.S.Unnikrishnan - Bhasha institute
Evaluation
1. Classify the following crops according to Agricultural Classification. Paddy, Ragi, Cowpea, Sugarcane, Tobacco, Cotton, Sunhemp, Banana, Tomato, Ginger, Chillies, Coffee, Betelvine, Rubber, Ground nut. Whether coconut in a plantation crop or an oil seed crop. Justify your views?
2.
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Unit Analysis
Concept Weather & Climate in relation to agriculture and their difference. Different weather elements: Rain, Temperature, humidity, solar radiation, wind, Relative humidity. Discussion Observation Classification Experimentation Measurment Inference Operational definition Communication Point card Paper cuttings Thermometers Graph paper Process skill Activity Materials Product
Chapter 2
Evaluation
Objective
1. The student understand weather and weather elements in relation to agriculture through observation, discussion, comparison.
Notes and Tem- Notes perature varia- Temperature curve tion curve.
2. Student identifies meteorological equipments through observation and making notes. Students understands the concept of weather forecasting in Agriculture. Identification of meterological equipments and their uses. Weather forcasting.
Observation Measurement Inference Prediction
Discussion, Field visit and observe modern weather equipments like Radio Sounde, Radar.
Weather data of previous day (from TV, Radio, news paper) Schedule of F.V Questionnaire Format - Observation Rainfall data collection.
Note diagrams of weather instruments.
Report Diagrams
3. Student identifies the dif- Concept on Monsoon of ferent Agricultural sea- Kerala and Agricultural sons in relation to seasons. monsoon and make notes through observation and discussion.
Group discussion Observation Classification Field visit. Analysing data Inference Communication
Rainfall data Point card Paper cuttings Model of a Crop calender/ Pnachangam.
Notes
Notes Report
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WEATHER AND CLIMATE
Agriculture depend on monsoons. Irrespective of the irrigation facilities created, the successful agriculture is still governed by the rains. The word monsoon was derived from an Arabic word "Mousan" which means 'wind'. As plant growth is governed by the climatic factors, its study has developed into a science called Agricultural Meteorology. Here we study the various weather elements like temperature, wind, relative humidity, rainfall and sunlight in relation to plant growth and their interaction in creating a suitable conditions for cultivation. These weather elements are continuously monitored, recorded and weather forecasting is done based on the interpretation made. In India we are using satellite systems and super computers for the collection and analysis of weather data and weather forecasting. Besides, the weather data can also be used for the forecasting of pest and disease outbreaks. In Kerala we have two monsoons. The SW monsoon popularly known as 'Edavapathy' which commences from the last week of May to 1st week of June which contributes to 60% of the water received through rainfall. The 1st crop season of paddy i.e., 'Vrippu' coincide with this monsoon. The NE monsoon is known as "Thula varsham' which commences by September. The second crop season called "Mundakam" coincides with this period. NE Monsoon contribute to 30% of water received through rainfall. Agriculture depend upon vagaries of nature and this variations are closely monitored by using different meteorological equipments. This help to successfully forecast the conditions which will lead to the betterment of crop production.
The student understands weather and weather elements in relation to agriculture through observation, discussion, comparison etc.
Syllabus
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Weather Climate
Weather elements related to Agriculture

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Temperature Wind Rainfall Sunlight
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Learning Activities - 'Know Weather' Group Discussion

Groups of 5 students. The students are asked to discuss the points given in the point card using paper cuttings related to weather and climate, Insat pictures, weather data of the previous day collected from media.
Materials
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Paper cuttings Insat Pictures Weather data of the previous day. Point cards - Factors influencing plant growth - Identify weather elements and their importance in plant growth.
Consolidation
The teacher consolidates the factors like temperature, rainfall, wind, sunlight that influence plant growth; facilitates to differentiate weather and climate and their importance in plant growth.
Experimentation
Aim : To find out the variation of Temperature in a day by recording it at hourly intervals. The teacher leads a discussion by asking "Why carrot/cauliflower" cannot be cultivated in plains"? and points to the importance of temperature in determining cropping pattern. The teacher facilitates to conduct an experiment to record the variation in temperature in a day and find out the maximum temperature recorded in that place.
Materials
Thermometer Graph Paper
Methods
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Record Temperature from 9am to 4pm on hourly intervals. (Room Temperature) Plot the values on a graph paper and draw the variation curve. Find out the time at which the maximum temperature in a day is recorded. Interpret the results in relation to plant growth through discussion. Facilitate to record temperature and plot the curve, Facilitate to know the importance of temperature in deciding cropping pattern.
Consolidation
Influence of temperature on crop growth and activities.
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Crop growth Activities like
Sowing Spraying Harvesting
Crop Selection Teacher also consolidates that the cropping pattern in a place is related to the maximum temperature in that place.
Product
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Notes Temperature variation curve
Reference
Principles of Agronomy Handbook of Agriculture 'CD' on relevant topic. Principles of Agronomy V.T.Subbiah Mudaliar Yellamanda Reddy ICAR
Evaluation
What do you know about weather and climate? What is the difference between weather and climate? What will you do to cultivate cabbage/cauliflower in plains? Explain how rainfall affects cultivation?
Curriculum Objective 2
Student identifies meteorological equipments through observation and making notes. Students understands the concept of weather forecasting in Agriculture.
Syllabus
Identify Meteorological equipmets Thermometer Maximum Minimum Wet bulb Dry bulb and Soil Thermometers Wind Direction - Wind vane Velocity - Cup Anemometer
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Rain fall Rain gauge Sun shine Sun shine recorder Evaporation US Open pan Evaporimeter Radio sonde Radar Satellite Pictures
Learning Activities - Identify weather instruments

The teacher asks the students to discuss the weather data collected and list the weather elements. The teacher facilitate the students to list the instruments used to measure weather elements and supplements the information.
Discussion Materials
Students are asked to collect weather data of the previous day from TV, Radio and Newspaper. The teacher consolidates the weather elements and instruments used to measure them.
Field visit
The teacher discuss the objectives of field visit and evolve the format for observation and questionnaire for interview. The teacher leads a discussion on weather forecasting by emphasising its importance and asks question like "why do we forecast" Format for observation
Sl.No Name of Instrument Use Unit of Measurement
Questionnaire for collecting information on weather forecasting. 1. 2. 3. 4. 5. 6. What are the parameters recorded? When these parameters are recorded? How the data is interpreted? How the forecast is made? Do you receive weather data from other station? Is the weather data is shared with other stations.
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7. 8. 9.
How the forecast is given to farmer? Why there is uncertainty in weather forecasts? Is there any cerntralised facility for weather forecasting in India? Format for collection of monthly rainfall data of the previous year (refer next C.O. in Unit II) (Format)
Year Month Depth of Rain fall Jan Feb Dec
Consolidation
Identification of Meteroligical equipments Summarise weather forecasting.
Provide Time scheudle Evolve Questionnaire and format Identify the equipments
Product Reference
Principles of Agronomy Principles of Agronomy CDs Yellmande Reddy Subbiah Mudaliar
Notes on meterological equipments and forecasting with diagram of weather instruments.
Evaluation
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Explain weather elements and the instruments used to measure them? What is weather forecasting. How it is done? How the weather forecasts help the farmer?
Match the following Temperature ............................... Wind velocity ............................... Wind director ............................... Rainguage ............................... Sunshine records ...............................
Student identifies the different Agricultural seasons in relation to monsoon and make notes through observation and discussion.
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Syllabus
Monsoons of Kerala Seasons of Paddy/Agricultural seasons in Kerala
Learning Activity- Monsoons Group discussion

The students are asked to analyse the rainfall data collected in the previous curriculum objective (CO-2) and initiate discussion based on point card and other materials mentioned. Grouped into 5. Point card Analyse the data and group the months having high rainfall. Campare with crop calender and identify the Agricultural season. Facilitate to analyse Rainfall data and identify monsoons. Identify the seasons.
Materials
Rainfall data collected during field visit (Refer Unit II, C.O II) Crop calendar, pachangam, paper cuttings on seasons.
Consolidation
The teacher consolidates the months having high rainfall and group them as June to August and September to December and identifies the monsoons as Edavapathy and Thulavarsham. The monsoon seasons are then linked with crop calendar and identify the agricultural seasons in Kerala as Virippu (April, May - September-October), Mundakam (September, October December, January) Puncha (December, January - March, April).
Product
Notes, Report of field visit.
Reference
Principles of Agronomy - Yellmande Reddy Principles of Agronomy - Subbiah Mudaliar CDs
Evaluation
Explain the monsoon in Kerala using a graph showing rainfall? What will happens if there is no monsoon? Why 'Thiruvathira Njattuvela' is so important in Kerala?
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Unit Analysis
Concept Soil, Soil profile and its importance in plant growth, Important soil properties like texture, structure, colour and pH. Soil problems Acidity Salinity Methods of correcting Acidity and salinity. Assignment Collection Observation Classification Analysis of data Articles Photographs Paper cuttings. Discussion Observation Classification Project Operational definition Interpretation Inference, Measurement, Prediction. Hardboard (1mx0.3m), Soil sampling materials, pH paper, measuring jar, Textual triangle, Meter scale, Liming materials, Format for tabulation and analysis, Photographs, Articles, Reference books, Paper cutting Assignment Process skill Activity Materials Product
Chapter 3
Evaluation
20 Soil type of Kerala Later ite, Red loam, Riverine alluvium, Brown hydromorphic, Kuttanad alluvium, Onattukara alluvium, Black soil, Forest loam, Saline hydromorphic, coastal alluvium Soil erosion types (Geological, accelerated) Agencies involved Water and Wind, Soil conservation methods like Agronomic Engineering. Water shed Rain water harvesting. Discussion Observation Experiments Inference Operational definition Experimenting.
Objective
1. Student recognises soil profile, its importance and properties through a project. The student understands the methods of alleviating acidity and salinity.
Model of soil pro- Model of soil file profile Project report Project Notes.
2. Student compares different soil types of Kerala and prepares an assignment through collection, observation, classification and tabulation.
Assignment Presentation of soil map of Kerala.
3. Student understands soil erosion, type of erosion, agencies of soil erosion and conservation, watershed through experimentations, observation, discussion and making notes.
Soil, sprayer, water, Notes Experiment models (Engineer- Experiment result Result. ing method, watersheds) Photographs, IT, White paper, paper cuttings, Format.
SOIL SCIENCE
Fertile soil is the gift of God. It is the outer most layer of earth crust which supports plant growth. It consist of organic matter, mineral matter, micro-organism air and water which makes it a self sufficient system. Study of soil is of paramount importance in successful crop production. Soil profile is the vertical section of soil from surface to the bedrocks revealing different horizons. Study of soil profile helps to understand the nature of soil in relation to plant growth. The soil properties like structure, texture, pH, colour, water holding capacity etc., decide the selection of crops and crop growth. Crops usually faces soil borne problems like acidity, salinity, nutrient deficiency, toxicity etc. The timely identification and rectification of these soil problems is necessary for successful crop production. Soil erosion is one of the most important problems in the Agricultural scenario and has social impact like shortage of water, loss of cultivable area, low productivity etc. The main agencies of soil erosion are water and air in motion. The study of types of erosion, and the various methods to control erosion will help to reclaim, improve and sustain agriculture land. This lead to the concept of watershed for the maximum utilisation of available natural resources. The skill to take soil samples for testing is very important for scientific analysis of soil. The soil test result obtained from the lab should be clearly interpreted and the fertiliser recommendation should be suitably modified. This ensures efficient use of fertiliser and saves money.
Student recognises soil profile, its importance and properties through a project. The student understands the methods of alleviating acidity and salinity.
Syllabus
Soil profile, Components of soil Soil properties Structure Texture pH Colour
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Water holding capacity Saturation Field capacity Permanent wilting point
Learning Activity- Soil study

The students are grouped into five member groups and asked to discuss the point cards.
Discussion material
Point card
Project
The teacher consolidates the difference between a rocky area by pointing on soil depth and its importance in plant growth. - No vegetation on rocky area Teacher facilitates to make hypothesis - Good growth of crops in a cultivated area that 'Soil factors determines plant growth'. - Soil factors affecting plant growth Teacher consolidates the soil factors as soil depth, structure, texture, acidity, - Make a Hypothesis salinity. For testing hypothesis from the previous activity
Objectives
Soil profile study Soil property study Acidity Salinity
Materials
Hard board for pasting soil samples (1m x 0.3m). Gum, Implements for taking pits of 1M depth, pH paper, measuring cylinder, textural triangle (Attached), Soil from different places (sandy, loamy, clayey), Meter scale, soil collecting materials, Liming materials, Gypsum. Collect soil from different places like coconut, paddy fields and barren land. The facilitator asks the students to feel the texture and identify the soil as Sandy, loamy or clayey. Visually judge the colour of the soil and determine acidity or alkalinity using pH paper and fill the format. Format for tabulating Soil properties
Sl.No. Place of soil sample collected Texture pH Acid/alkatine Colour Remarks
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If the soil is found acidic add lime and record the change in acidity and if the soil is alkaline add gypsum and record the change in reaction. Format for tabulating soil problems and recording.
Sl.No. Soil Sample number pH Soil amelenats pH after Remarks
Soil profile preparation

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Take a pit of 1m depth or select a site with 1m depth Collect soil from different layers (horizons) and record depth from the surface in each case. Sample from each layer is pasted on the hard board according to its depth.
To find size fraction using measuring cylinder

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Take 100g. of soil sample and put it inside the measuring cylinder and make it saturated with water and find the total height of soil. Pour excess water and stir it well using a glass rod. Allow the materials to settle down. Compare the height of different sediment layers. Based on the height of different layers find out the percentage of each layer. Find out the texture using textural triangle.
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To take profile pit, identify horizons, collect samples from horizon. To prepare soil profile model on the hard board. To collect soil from different places. (Paddy, coconut, barren land) (to study soil property) To find size fraction using measuring cylinder. Identification and texture using texture triangle Visually judge the colour as Red, Brown, Yellow, Black. Identification and correct the pH using pH paper.
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Consolidation
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Preparation of soil profile Differentiate soil horizons
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Differentiate alluvial and alluvial horizons. Identify and classify soil into different Texural classes like sandy, loamy and clayey.
Identify the pH of soil sample collected using pH paper and classify soil as acidic, neutral and alkaline. Identify the colour through visual judgement into red, brown, black or yellow. Alleviating acidity and salinity by adding soil ameliorants.
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Product
Profile model through project. Project report, notes on soil properties, acidity, salinity and rectification of soil problems.
References
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Handbook of agriculture - ICAR Fundamentals of soil by Shai V.N Soils in our environment - Reymond W.Miller Soil fertility and fertilisers - Tisdale and Nelson. Soil and Environment - An Introduction - Allen Wild. CD
Evaluation
1. 2. 3. 4. What do you know about soil profile/Soil horizon? How will you conduct the study of soil in a particular panchayath? Explain soil profile using a diagram How will you classify the following soils with pH values given below. 8, 6.2, 5, 7 5. 6. Decide which is the best structural and textural class for ideal plant growth. Imagine you are an Agricultural Assistant. How will you respond to yellowing in paddy in a field?
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Student compares different soil types of Kerala and prepares an assignment through collection, observation, classification and tabulation.
Syllabus
Soil types of Kerala a b c d e f g Laterite Forest loam Brown Hydromorphic Hydromorphic saline Black soil Riverine alluvium Onattukara Alluvium
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h i j
Kuttanadu Alluvium Red Soil Costal Alluvium
Learning Activity - soil types

The teacher leads a discussion by assessing the previous knowledge of students on soil types of Kerala. Based on this the teacher asks the student to prepare individual assignments on different soil types of Kerala including points like location of soil types, crop cultivated and map of Kerala showing different soil types.
Materials
Books and Articles for references photographs, paper cuttings.
Consolidation
Different soil types Location in Kerala
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Crops cultivated Map of Kerala showing different soil types.

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Introduce the different soil type of Kerala Providing References
Product
Assignment
Reference
Farm guide Department of soil survey CD
Evaluation
Describe different soil types of Kerala What crops would you recommended for different areas of Kerala from the given set of crops depending on soil types? (Coconut, paddy, Rubber,, Banana, Cardamom, Tea, Coffee, Tapioca) Identify the soil type in your area and recommend suitable crops? What do you know about Kuttanadu Soil?
Student understands soil erosion, type of erosion, agencies of soil erosion and conservation, watershed through experimentation, observation, discussion and making notes.
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Syllabus
Soil erosion Types of soil erosion Geological erosion Accelerated erosion Water - splash, sheet, Rill, Gully erosion Wind - Saltation, suspension, surface creep. Soil and water conservation method Agronomic -mulching, contour farming, strip cropping Alley cropping, multitier cropping Engineering methods - sub soiling, soakpits, contour bunding, bench terracing, check dams, gabions. Water shed Rain water harvesting Materials on gabions and Rain water harvesting attached.
Learning activities - How it erodes?

The teacher initiates a discussion on soil erosion by providing materials like photographs, paper cuttings on soil erosion and facilitate to recollect the previous knowledge on soil erosion like agents of erosion and types of erosion. The teacher consolidates the erosion as transportation of soil particles from one place to another by wind or water in motion. The students are asked to do an experiment to understand the different types of erosion by water and air.
Experiment
Group of 5 students
Materials
Dried soil and water, sprayer for sprinkling water, white paper, photographs, paper cuttings, IT.
Procedure for water erosion

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Make a heap of dried soil. Sprinkle water from top using sprayer. Hold a white paper near the heap and observe the splash of soil particles. Observe the different types of erosion like sheet, rill and gully erosion by continuously spraying water on the top of heap.
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Procedure for wind erosion

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Keep the soil on the white paper Blow air from one side. Observe erosions like saltation, surface creep and suspension.
Format for observation.

Sl.No Type of erosion Characteristic features Remarks
Consolidation
Types of soil erosion through experimentation
Sl.No Type of erosion Characteristic features Remarks
1.
Splash
Soil partides, jumps trom are points to another by the tilting water. -
leads to sheet erosion -
2.
Discussion
Teacher leads the discussion by asking a question like how will you cultivate crops on almost plains, sloppy and steep slopes by conserving soil and water.
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Help students to identify and classify various soil conservation methods. To identify modern methods such as gabions. Rain water harvesting
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Teacher consolidates the conservation methods as.

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To facilitate to conduct the experiment. To identify different type of erosion like splash, sheet, Rill, qulley. To identify the concept of watershed through the experiment. Concept of watershed as an area from which water drains into a common point as observed in the experiment.
Agronomic and Engineering methods Concept of watershed to conserve soil and water Modern methods of conservation Rain water harvesting.
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Product
Notes on soil erosion, Agencies, conservation methods, watershed and rainwater harvesters. Experiment results.
Reference
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Handbook of Agriculture Fundamentals of soil - U.N.Shai A textbook of soil and water conservation - G.S. Sainil Soils in our environment - Raymand.W.Miller and Roy.L.Donder Soil and the environment - An introduction - Alan wild.
Evaluation
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What do you know about soil erosion? How does soil erosion happen? If you change the slope of the land, what will happen? Decide which is the best method of cultivation in steep slopes - why? Which would you think in more effective in soil and water conservation aspects - A natural boundary or an artificial boundary (Panchayat)? Many local bodies insist on water harvesting structures to the included in the plan of new buildings for its approval. Do you think it is necessary?
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Kasargod
Kannur
Wayanad Kozhiko de
Malappu ram Palakkad Thrissur
Ernakul am Alluvial soil Black soil Forest soil Peat soil Lateraite soil Red soil Sandy soil Thiruvananthapuram Idukki Kottayam Alappuz ha Pathanamthitta Kollam
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FOR REFERENCE Gabions

Gabion are box shaped cages of steel wire mesh. The units are filled with rocks and connected to one another to form monolithic mass gravity retaining structures. The gabions can be easily configurated in an infinite number of ways to suit the uniqueness of construction project.
Soil Reinforcement & Slope Stability

All soils. whether cohesive or granular, have poor resistance to tensile stresses. Therefore, under loads, soils are prone to movement and potentially failure. Instead of replacing these soils with more competent and expensive materials. it may be possible to reinforce the existing soil with products to enhance the load carrying capacity of that soil.
Hydraulic & Erosion Control & Soil Bioengineering

Erosion of the earth occurs when the shear force applied by water, ice or wind (or other external influence), exceeds the shear resistance of the surface it is in contact with. Base and Asphalt Reinforcement As State and Federal budgets are stretched ever further, it is necessary to provide solutions that will last longer. require less maintenance and operate more reliably. Maccaferri has a range of solutions that offer efficiencies in the construction of paved and unpaved highways.
Rock fall netting

Due to space constraints in this congested world. there are times when development takes place in areas that previously would not have been selected for infrastructure or building. Maccaferri is able to offer rock fall mitigation solutions to suit many applications.
Military, Flood. Fire

Due to their modular nature. gabions can be used to construct semi-permanent or permanent structures for a wide range of military installations. They are rapid to install, requiring relatively unskilled labor. They are flexible, robust and can be amended on site to suit local conditions.
Architecture
Gabions are becoming increasingly popular in architectural applications. We manufacture double twisted steel wire mesh, which we fabricate into products of varying form and function; from gabions to Green Terramesh soil reinforcement to Road Mesh Davement reinforcement. Soil erosion is an ever present problem and gabions have proved to be a lasting solution around the world. The earliest known use of gabion-type structures was for bank protection along the Nile River during the era of the Pharaoh. In the subsequent 7,000 years since its initial use by the Egyptians, the gabion system has evolved from baskets of woven reeds to engineered containers manufactured from wire mesh. The lasting appeal of gabions lies in their inherent flexibility. Gabion structures yield to earth movement but maintain full efficiency
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and remain structurally sound. They are quite unlike rigid or sem-rigid structures which may suffer catastrophic failure when even slight changes occur in their foundations. Highly permeable, the gabion structures act as self draining units which "bleed" off ground waters, relieving hydrostatic heads. Interstitial spaces in the rock fill dissipate the energy of flood currents and wave action. Gabion efficiency, rather than decreasing with age, actually increases. During early periods of use, silt and vegetation will collect with the rock fill to form a naturally permanent structure and may be used to remove solid pollutants or ''fIoatables'' from the water. Gabions are implemented into the construction of many different types of structures and have been used extensively in Europe during the past 100 years. Starting from the ground up, Modular Gabion Systems are truly revolutionary. We've challenged traditional gabion design to create a strong, flexible, dimensionally stable product which assembles quickly and easily. These factors contribute to installations which look better, last longer and cost less over the project life than those constructed of competitive products
Rainwater Harvesting
What is rainwater harvesting? Rainwater harvesting is the collection of raindrops. In most cases, a roof is used for this purpose. The rainwater then flows through the gutters, into a collection tank. The size of the tank is dependant of the amount and purpose of the water but also of the annual rainfall and the size of the roof. A normal sized tank for a roof of 20 to 40 square metres is 10 cubic metres. The collected water can be used for small scale irrigation (of vegetable gardens etc.), clothes washing, bathing and after treatment also for drinking and food preparation. Where is Rainwater Harvesting used? In areas where no piped water supply is available, a dug well is not applicable (eg when there is no suitable aquifer) or when gray water is needed because potable (treated) water is too expensive, rainwater harvesting can be a good solution. Sometimes a river or stream is not close at hand or the soil is not deep enough to sink a well. In these cases rainwater harvesting can be the only way to provide water for domestic purposes. Rainwater harvesting is also used in addition to existing water supplies; think of the rainwater-barrel next to every old house in Northwestern Europe! Very often the main objective of an aid-project is to 'improve health conditions through providing clean water'. A well can provide enough water for up to 250 people and would be a good water supply for a small community. However, when families are scattered across the land and a dirty puddle or stream is nearer, those families might not use the clean well around the whole year. In these cases a personal supply system would be preferred. Within dense communities like (sub-) urban areas, a piped water supply system is usually the best option. In small, poor and scattered communities in the rural area, a piped system is much too expensive and maintenance could be a huge problem. Conclusive you can say that when pipelines are too expensive and one central well or pump would not be used all around
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the year, a 'personal' rainwater catchments system can be a very good solution.
The advantages of rainwater harvesting

Rainwater harvesting systems are integrated with the house which makes the water easily accessible. Rainwater harvesting systems are personal which prevents arguments about who should take care of maintenance. Installation costs are low; roughly some 250 US$ per system including a slow sand filter while sustainability of the construction is larger than that of a pump or well. The required skills are present in ANY community which makes adaptation easy. The used materials can be kept simple, are obtainable nearly everywhere at local (low) cost price. The construction is easy and cheap in maintenance.
Disadvantages of Rainwater Harvesting

The annual rainfall is limited to a minimum of roughly 2000 mm/year and should be spread in at least two (long) rain-periods of three months without total drought in between. Cost per capita is higher for a rainwater harvesting system than for a communal pump or well. Personal systems do not improve social activities (nor do they necessarily spoil them). Some kind of organisation, structure or retailer should be and stay present after construction to supply the users of spare parts and repair materials.
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34 Concept Elements of plant nutrition, Importance of macro and micro nutrients. Major functions of NPK. Deficiency and taxicity of NPK. Macro Micro Defecing Taxicity Function Class notes, Specimen Classification Discussion Specimen collection Inference (paddy) Observation Prediction Communication Chart, CDs Slides Photographs Chart Process skill Activity Materials Product Evaluation Presentation of chart, Class notes Types of fertiliser (straight, complex mixure), application o f fertiliser, common ferrtilisers, recommendation of fertilisers based on nutrient recommendation. Methods of application. Soil sampling, modification of fertiliser recommendation based on soil test, fertiliser mapping. Observation inference prediction Communication. Sample collection Discussion Calculation Field visit. Observation Classification Data collection Inference prediction Communication Sample collection, method demonstration, discussion, problem solving (calculation), recommending, fertilisers to farmers. Fertiliser chart Fertiliser sample Nutrient recommendation chart Hand sprayer Urea Fertiliser sample Evaluation of samples Field diary Class notes Field diary notes Calculation results. Soil sample Spade Polythene sheet Cloth bag Data sheet Result sheet Tour schedule. Soil sample Result Modification recommendation Experiment Modified Recommendation.
Objective
* The student becomes aware of elements required by plants. Macro and micro concept in plant nutrition through discussion, student understands functions, deficiency and toxicity symptoms of plant nutrients.
* Ability to identify, classify and apply fertilizers by collection and method demonstration. Ability to convert nutrient recommendation into fertilizer and to understand the logic behind this.
* Student should be able to experiment soil sampling procedure, importance and analyse and modify fertilizer recommendation through interpretation of soil test results and making notes.
Objective Advantages of adding organic matter, types of organic manures (Bulky, concentrated manure) vermi compost, method of ordinary composting, Green manuring, Methods of green manuring, Concept of bio fertilizer and their application. Observation Classification Inference Communication Organic manure Sample Rhizobium Azolla Brain sotrming Discussion Integration Data collection Experiment Collection Field diary Class notes
Concept
Process skill
Activity
Materials
Product
Evaluation Field diary and class notes.
* Student recognizes the important advantage of adding organic matter, difference between bulky and concentrated organic manure, composting method, Green manuring, different method of green manuring, biofertilizers vermicompost through brainstorming, discussion, specimen collection, method demonstration and field visits.
* Students know the concept of INM, Organic forming, sustainable agriculture through discussion.
Group discussion Concept of Integraed Observation CD presentation Nutrients Mangement Inference (INM), Sustainable agri- Communication culture, organic farming and organic certification.
Study reports, Articles CD presentation
Class notes
Class notes
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4
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PLANT NUTRITION
The student becomes aware of elements required by plants, Macro and micro concept in plant nutrition functions, deficiency and toxicity symptoms of plant nutrients.
Syllabus
i) ii) Elements of plant nutrition Important macro (C, H,O,N,P,K, Ca, Mg, S) and micro nutrients (Cl, Fe, B, Mn, Zn, Cu, Mo)
iii) Function, deficiency, toxicity
Learning Activity
1. Whole class discussion
The teacher leads the discussion by asking whether the coconut palm in his homestead or near a compost pit has better yield. From his response the concept of plant nutrition is introduced. Elicits previous knowledge through simple and proper questions. The facilitator peruse discussion and supplements. The essential elements required by plants.
2.
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The facilitator presents a chart on micro and macro elements required by plants
Primary & Secondary nutrients.

Elicits previous knowledge related to functions of NPK
3.
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Facilitator supplements - using power point/chart

Concept of deficiency introduced by showing yellowing (N deficiency) in paddy seedling.
4.
Facilitate to present CD/Slide show/photographs showing the various deficiency symptoms.

5.
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Toxicity symptoms of NPK to be presented as CD/slide show/photograph
Facilitator supplements - relevant information.
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Materials
Chart CD Slides Photographs
Consolidation
The teacher consolidates the discussion on the important elements of plant nutrition classifies into macro, micro, primary and sencondary nutrients. Teacher consolidates the functions of nutrients, difiency and toxinity symptoms in plants.
Product
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Pupils prepare notes individually. Chart showing micro and macro nutrients, their functions, deficiency, toxicity.
Reference
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Fundamentals of agronomy - Gopal Chandra De CD on toxicity Farm Guide - (KAU) Package of Practice by KAU Principles of Agronomy by T.Yellamanda Reddi, Prof.G.H.Sankara Reddi, Kalyani Publishers, Second Revised Edition, 1995.
Vocational skill
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Ability to identity various symptoms of deficiency Toxicity - NPK Extension skill
Evaluation
1. 2. 3. 4. What are the functions of NPK? What symptoms are visible if you apply excess of NPK in paddy field? Suppose farmer approaches with paddy seedling having yellowing, can you site the reason for yellowing, what advise will you give him? When asked to prepare a chart on macro, micro plant nutrients Akhil prepared a chart as follows. Examine and make corrections if necessary?
Macro nutrients Micro nutrients
N Fe
Al P K
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Ability to identify, classify and apply fertilizers by collection method demonstration. Ability to convert nutrient recommendation into fertilizer and to understand the logic behind this.
Syllabus
(i) Type of Fertilizers - Straight, complex, mixed (ii) Fertilizer calculation (iii) Application method - Broad cast, placement, foliar, fertigation.
Learning Activity - "FERTILIZER KNOW - HOW"

Ask student to Collect samples of Fertilizers. Details required (a) Name of Fertilizer, Nutrient element (b) Percentage of Nutrient (c) Depots / Manufactures name (Combine this with activity "PESTICIDE KNOW-HOW" unit - 9) The students share the collected data and pool them together. Facilitator helps the groups to classify the fertilizer into (a) (b) with one nutrient more than one nutrient
Facilitator consolidate group (a) as straight fertilizer and (b) as complex or mixed fertiliser. Note: Mixed fertiliser are physical mixture of fertilizers. Complex fertilisers contain more than one nutrient manufactured by particular firm. Supplements information - Percentage of Nutrients Other Fertilizers not in collection. Format for data collection.
Sl.No Name of Fertilizer Name of Manufacturer (Granule, powder colour) Physical appearance Cost/ kg % of Nutrient N P K Straight/ Complex/ mixture
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Groups complete the table with the relevant data. Product: Filled up table, prepared notes.
2. Fertilizer Calculation:
Facilitator provide the table of the previous activity and fertiliser recommendation. He leads a discussion on the need of conversion of nutrients to fertilizer. Quoting the example of urea. Urea contains 46% N i.e., 100kg urea contain 46kg Nitrogen. If a plant need 100kg 'N', the quantity of urea required is calculated as
100 46 100 kg. Students select some
fertiliser from their table. They calculate the quantity of fertilizer based on the above method. Try a complex fertiliser also. Facilitator provides the area conversion table.
Table Area Conversion Table
1 ha 1 Acre 1 ha 1 Acre 1 ha 1 cent
= 10,000m2 = 4,000m2 = 250 cent = 100 cent = 2.5 acre = 40m2
Facilitator provides mock recommendation for a crop for 1ha like 100:100:100, 50:50:50Kg N-P-K etc. Facilitator provides a sample calculation as follows: For Example Recommendation 100:100:100 kg/ha .N.P.K. Calculate the amount of Urea S.S.P and MOP required for 1 ha, 1 Acre, 50 cents. Step 1 Recommendation of crop 100:100:100kg/ ha N.P.K Step 2 Area = 1ha Step 3 Fertiliser with nutrient content Urea = 46% N SSP = 18% MOP = 60%K Step 4 Quantity of urea for 1 ha =
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100 46 100 = 217kg
Quantity of SSP for 1 ha =
100
18
100 = 500 kg
Quantity of MOP for 1 ha =
100
60
100 = 166 kg
Quantity of urea for 1 Acre =
217 100 = 86.8 kg 2 .5 217 50 = 43 kg 250
Quantity of urea for 50 cents = Ex II
Recommended fertiliser for single plant is 1:2:3 NPK kg/plant/year. Calculate the quantity of urea, SSP and MOP required for 1 ha (Spacing 10 x 10m). Step 1 Refer Ex.1to 3 Step 4 No. of plant = Step 5
100 1 = 2.17 kg 46 Quantity of urea for 100 plant = 2.17 x 100 = 217 kg
Area Spacing = 1 ha 10 ,000 m 2 = = 100 plant 10 10 m 100 m 2
Quantity of urea for a plant =
100 2 = 11.1 kg 18 Quantity of SSP for 100 plant = 10 x 100 = 1111 kg
Quantity of SSP for a plant =
100 3 = 5 kg 60 Quantity of MOP for 100 plant = 5x100 = 500 kg
Quantity of MOP for a plant =
Interview
A farmer using interview schedule evolved through discussion in the class. A Sample: Name of the farmer Crops cultivated Fertilizers used Methods application Whether applied as a single close.
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Students collect data through interview individually and share data in the class. Facilitator consolidate the methods of application as; a. b. c. d. e. Broad casting Band and Basin application Side dressing Foliar application Fertigation
According to the time of application of fertiliser to the crop. Basal dose Top dressing
When the fertiliser is applied in more than a single dose, it is split application of fertilizer. Experiment the different methods of fertiliser application in available crops in the campus.
Product
1. 2. Data collected through interview. Prepared notes.
Reference
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Principles of Agronomy Package of Practice KAU Farm Guide.
Gopal Chandra De
Evaluation
1. Imagine you are a field worker and a farmer approaches for advice regarding fertilizers to be applied in 2 acres of local paddy variety. Recommendation is 40:20:20 kg/ha convert this to fertilizer quantity and advice the farmer. What is the difference between straight and mixed fertilizer. What are the different methods of fertilizer application. Suggest the suitable method of fertilizer application for the following crops. 1. Paddy, 2. Coconut, 3. Tapioca, 4. Banana, 5. Pepper. 5. 6. A basal dose of fertiliser should contain N,P and K. Why? Why split application of fertiliser is important.
2. 3. 4.
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Student should be able to experiment soil sampling procedure, importance and analyse and modify fertilizer recommendation through interpretation of soil test results and making notes.
Syllabus
Procedure for soil sampling Interpretation of soil testing results. N,P,K, pH. Modification of Fertilizer Recommendation.
Learning Activity
Experiement Grouped into 5
Materials
Spade, Polythene sheet, cover, gunny bag, labels and Information sheet Result sheet
Facilitator
Demonstrate the method of soil sampling Help the students to experiement the procedure. Help the students to fill up information sheet Result interpretation Fertilizer Recommendation and Modification
Consolidation
Procedure for soil sampling Interpretation Modification of Fertilizer Recommendation
Product
Note on soil sampling Soil test Result interpretation Modification of Fertilizer Recommendations
References
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Handbook of Agriculture - ICAR Fundamentals of soil - U.N.Shai Textbook of soil and water consolidation - G.S.Sainil Soils in our environment - Raymond.W.Miller and Roy.L.Dondu
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Soil and the environment - An Introduction - Allan wild.
Vocational Skill
Soil sampling skill
Evaluation
1. 2. If the yield of Coconut crops reduced in your area, what you will suggest to rectify it? Coconut palms show yellowing in a farmers plot. What will you suggest to rectify it.
Student recognizes the important advantage of adding organic matter, difference between bulky and concentrated organic manure, composting method, Green manuring, different method of green manuring, biofertilizers vermicompost through brainstorming, discussion, specimen collection, method demonstration and field visits.
Syllabus
(i) Advantages of adding organic matter (ii) Types of organic manures - bulky & concentrated (iii) Composting methods - anerobic - Vermicompost (iii) Green manuring - Methods of green manuring (a) green manuring insitu (b) green leaf manuring (iv) Biofertilizer accetobactor, azospirrillum, rhizobium, Azolla, BGA,
Brainstorming
Facilitator introduce the topic - 'Organic Manures' and asked to list the organic manures commonly used. Students are grouped into 5 members each. Compare the nutrient composition of listed manures using the given table.
Table Nutrient composition of Organic Manures. Organic manures 1. 2.

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Farm yard manures Compost
Groups classify the manures based on the percentage of nutrients.

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Facilitator supplements the information. Bulky organic manures - organic manures with low concentration of nutrients. They are used in large quantities and hence called Bulky. Concentrated Organic Manures - Organic manures with high concentration of nutrients.
Advantage of adding organic manures
General Discussion
Paper cutting on the usage of organic manures. "What are the advantages of adding organic manures?" Random presentation
Consolidation
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Increases soil fertility Increases soil aeration Improves properties of soil such as texture, structure, pH, water holding capacity. Increases the availability of nutrients. Increases the microbial activity in soil Essential for organic farming Reduces infection to plants.
Product
List of organic manures. Table showing the classification of organic manures as bulky and concentrated. Prepared noted on advantages of adding organic manures.
Composting
Discussion Let the pupil recall the table of organic manures in the previous activity. Teacher leads a discussion by asking.
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What is compost? What is the difference between compost and organic waste. What is 'vermi compost'
Teacher consolidates by supplementing the informations.
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Organic waste after decomposition by microbes as compost. Organic waste converted to a readily available form to plants. Bulk of waste material reduced and reducing pollutions.
Experiment Preparation of ordinary compost. Student conduct experiment on the preparation of compost using organic waster material available in the campus.
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Conversion of organic waste into nutrient rich compost using earth worms as vermi composting.
Product
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Notes Report of experiment.
Green Manuring
Discussion Student recall the list of organic manures and teacher lead a discussion on
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What is Green Manuring What are the methods of green manuring. List important Green Manure Crops.
Teacher consolidates as
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Application of tender plant parts and green leaves as manure is called green manuring. Green manuring and Green leaf manuring. Green leaf manuring - explore possibilities of bio fencing. Green manuring insitu Important Green manure crops - Sunhemp, Daincha, Crotalaria, Sesbania, Cowpea, Tephrosia.
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We cannot imagine a situation where dead animals and plants remain undecomposed in our surroundings! It will be, indeed an extremely awful and terribly repulsive situation! Fortunately, all biological materials undergo bio-degradation. Bio-degradation is nature's law and decomposition of organic matter into simpler elementary components proceeds unhindered in nature. Dead plant and animal materials are destined to be decomposed and recycled. The products of decomposition like mineral nutrients get incorporated into plant and animal life; in other words they serve as food materials for another set of plants and animals directly or indirectly as nutrients. When these plants and animals die, decomposition sets in and the nutrients are released slowly and gradually. Thus, the cycle is repeated. However, man can intervene to accelerate bio-degradation through a process called composting.
What is composting ?
Composting is a method of accelerating natural process of decomposition of organic residues or wastes such as farm and forest waste under controlled conditions to yield a product useful in agriculture and forestry. The decomposition is brought about mainly by microorganisms like fungi and bacteria. An efficient method of composting ensures minimum loss of nutrients from the organic material during the process. The controlling factors are temperature, moisture, air and the nature of the organic materials.
Types of composting
Composting can be done through anaerobic and aerobic procedures. This is the common method of composing, in which the organic raw materials like green leaves or waste materials are filled in pits along with cow dung and allowed to remain for several months without allowing fresh air into the organic matter. In the absence of air, composting progresses slowly by the action of anaerobic microorganisms. Anaerobic decomposition produces foul smelling gases.
Aerobic composting
Aerobic method of composting, contrary to anaerobic composting, involves decomposition of organic raw materials by microorganisms growing in the presence of air. Aeration is made possible through repeated turning of compost heap to admit fresh air into decomposing organic matter. When the decomposition is complete, compost can be removed and used as organic manure or as potting medium in nurseries for production of container seedlings. Aerobic methods are the most suitable for tropics. because of the favourable climatic conditions.
Methods of aerobic composting

There are three kinds of aerobic composting methods based on the frequency of turning. They are the Berkeley, Bangalore and Indore methods.
Berkeley method
Berkeley method is the quickest method composting achieved through frequent turning and
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mixing of the heap. This is done generally in above ground stacks where free air circulation is prevalent. Large quantity of compost can be produced within a short period. However, labour requirement is high due to frequent turning.
Bangolore method
In the Bangalore method, the process is initially aerobic for several days and then becomes anaerobic when turning is discontinued. This method, is generally done in pits and takes about 4-5 months. The main drawback is that the outer exposed portion of the stack will retain pathogens, pests and seeds of weeds. Hence, this portion may be excluded from use or incorporated into another stack for composting. Covering the top exposed portion with mud is also a general practice adopted by farmers.
lndore method
In Indore method, compost is turned only for a limited number of times. usually up to five times over a period of 6 months. This method is less labour intensive.
Advantages of aerobic composting

Aerobic composting is fast and the decomposition process and maturing will be complete within 8-12 weeks (Berkeley method). Generally, foul smelling gases or toxic chemicals are not produced during the process of aerobic composting. Pathogen and insect pests get destroyed due to temperature build up inside the compost heap. The product can be easily stored dry in gunny bags or other containers.
Organic materials for aerobic composting

All types of plant materials such as green leaves. weeds, creepers, vegetables waste, etc. can be composted. Materials such as saw dust and coir pith are also used as raw materials for composting after addition of sufficient quantity of nitrogenous fertilizers such as urea. In short. any plant material can be composted; but the quality of compost will vary with the material used as ingredients. Materials such as polythene, plastic. metals, stones etc. cannot be composted and hence should not be included for composting.
Bio fertilizer
Discussion Facilitator ask question like.
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What are the sources of nutrients like NPK to plants. What is the concentration of Nitrogen in the atmosphere. Can it be used by plant directly? What is Nitrogen fixation? What it is important to plants. Can we exploit the benefit of nitrogen fixation in Agriculture.
Teacher consolidates as
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Organic manures, fertilizer and Bio fertilizer. 76% N in atmosphere. Yes through Nitrogen fixation.
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Fixation atmospheric Nitrogen to a form available to plants like nitrates. Yes by utilising micro organises that can fix atmospheric nitrogen - Bio fertilisers. Rhizobium Azolla Azotobactor Azosprillum Phosphobacterium AMF
Experiment
Rhizobium inoculation. Azolla cultivation
Product
Notes
Vocational Skill
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Skill for commercial compost preparation Skill for Rhizobium inculation
Reference
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Akshaya Krishi - Bhasha Institute Farming for the future - ILEIA Principles of Agronomy - Gopal Chandra De
Evaluation
1. 2. 3. 4. 5. What is difference between bulky/ concentrated organic manure? As an agriculture assistant if you are asked to present a method demonstration on compost making. How will you do it? What are the advantages of adding organic matter in the soil? Classify the following into bulky and concentrated. FYM, compost, Blood meal, Bone meal, oil cakes. Write brief note on biofertilizer.
Students know the concept of INM, Organic forming, sustainable agriculture through discussion.
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Syllabus
1. 2. Concept of Integrated nutrient management (INM), Organic farming, sustainable agriculture. Organic certification.
Reference
1. 2. 3. 4. 5. Information leaflet/Brochure of Indocert Aluva. Indian Organic farmers production company limited leaflet (IOFPC) Aluva. Principles of Agronomy - Singh Principles and practices of Agronomy - P. Bala Subramanian, S.P.Palaniyappan Organic Farming.
Learning activity - Discussion

Facilitator introduces the topic INM by asking questions like;
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How much fertiliser applied in the soil is really absorbed by the plant. Whether organic matter is essential for farming. Impact of wide use of fertiliser application.
The facilitator consolidates the following points.

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A large amount of fertiliser applied in the soil is lost through leaching. We can reduce this loss by the application of organic manures listed in the tables of previous class (Table No....) Organic manure is an essential component of organic farming. Indiscriminate use of chemical fertiliser leads to soil pollution, water pollution and other environmental hazards.
Teacher divides the students into groups of 5 and assign the topic.
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Relevance of organic farming, and its feasibility in Kerala. Environmental impact of organic farming. Integrated Nutrient Management (INM) Sustainable Agriculture. Difference between modern Agriculture and sustainable Agriculture.
Random selection of student for presentation from each group. Facilitator introduces the topic 'Organic Certification' by presenting paper cutting, reference from web and the address is www.indocert.com. Teacher consolidate the topic as.
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INM: Plant nutrients can be supplied from different source like organic manure, crop residures, bio fertilisers and chemical fertiliser for better utilisation of resources and to produce crops with less expenditure. Sustainable Agriculture: is a form of agriculture aimed at meeting the needs of present generation without endagering the resource base of the future generation. It has to prevent land degradation and soil erosion. Sustainable agriculture leads to organic farming. It is a farming without chemical input. INDOCERT - organic farming certification agency.
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Products
Notes
Reference
Principles of Agronomy T. Yellamanda Reddy, Kalyani Publishers G.H.Sankara Reddy
Evaluation
1. 2. 3. If you are following inorganic farming and want to shift to organic forming what are the techniques and concepts you will use? After establishing as an organic farm if you want to market your product labelled organic what procedure will you take. What is the use of INM and sustainable Agriculture in Modern Agriculture Concept?
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Unit Analysis
Concept Ceoncept of feed, qualities of good feed, purity test, Germination talt, Optimum moichire, percentage of feeds. Discussion Observation Expermienting inference Communication Data interpretation Experimentation Chart Seed sample Rag cloll and paper Seed collection Class notes Field note Process skill Activity Materials Product
Chapter 5
Evaluation Seed collection Field notes Class notes Seed test data (10 hrs)
Objective
* Student understands the concept of seed, good quality seed, Germination test, moisture test, % of moisture in vegetable and paddy seed under storage through discussion experiment and method demonstration. Articles from newspapers monthly.
Seminar * Student knows various Different classes of Observation Group discussin classes of seed and social seeds, impact of seed inference & economic impacts of act. Communication seed act through discussion. Field visit Observation Seeds Discussion inference Communication Method demonistration Hands on experience
Discussion note Evaluation of Seminar note seminar report Class note and class notes (7 hrs)
* Students able to know dif- Scoring methods. ferent sowing methods by method demonstration.
Field diary Class notes
Evaluation of field diary (8 hrs)
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SEED TECHNOLOGY
Introduction
Goods seed is the bases for profitable agriculture. In this unit the student is made aware of quality seed, seed testing, method of sowing and seed classification. They will have an awareness regarding the social and economic impact of seed bill. Discussion, method demonstration, experimenting, field visit, seminars, reports will be used as activities to impart knowledge and skills in the students regarding various aspects of seed technology and seed policy.
Curriculum Objectives
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Student understands the concept of seed, good quality seed, Germination test, moisture test, % of moisture in vegetable and paddy seed under storage through discussion experiment and method demonstration.
Syllabus
1. 2. 3. Concept of seed, Qualities of good seed. Germination test (Rag doll and paper method) Optimum moisture percentage of vegetable and paddy seeds under storage.
Teacher asks the students to collect different type of seeds well in advance.
Learning Activity - seeds

Teacher asks the students to bring different types of seeds well in advance. Students are asked to classify the seeds into good quality seeds, inert matter and other fractions by physical verification. Facilitator consolidate the concept of seeds, character good quality seeds (viablosed) and explain the purity of seed, viability by germination test like ragdoll and paper method. Students are grouped in to 5 member groups. The students are asked to do the experiments with the seeds they bought using Ragdoll and Germination test. The students are directed to record the experiment result as follows.
Sl. Name of seeds and Date of No. No. of seed used Experiment No. of seeds % of Inference Germinated germination Viable/non viable
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Teacher consolidates the following points; Germanium test a. b. c. Ragdoll method Paper method Minimum germination % of seeds.
Teacher lists the points and consolidates the responses.

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Cleaning, drying and sorting. % of moisture in paddy and vegetables by presenting the chart.
Product
Class notes, Experiment recordings, moisture % table of paddy and vegetable for storage.
Materials
Chart (optimum moisture %) Seed sample Flannel cloth Petridish Filter paper C.D
Classes of seed
Breeder Seed : This is the class of seed that is directly controlled by the originating or sponsoring plant breeder of the breeding programme or institution. This lot is having the highest genetic and physical purity standards and form the source for all other classes of seeds.
Foundation Seed : This class of seed is the progeny of breeder seed which is so handled to maintain specific genetic purity and identity. It is the primary source of seed of a genetically identified variety from which all further increases are made. Registered Seed : This class of seed is the progency of breeder or foundation seed handled under prceedures acceptable to the certification agency to maintain satisfactory genetic purity and identity. Certified Seed : This class of seed is the progeny of breeder's seed, foundation seed or registered seed, so handled as to maintain satisfactory genetic purity and identity acceptable to a certification agency. It also refers to the seed that fulfils all requirements for certification provided by the Seed Act and Rules.
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Seed Legislation in India

Standard of certified seeds
Crop Minimum germination Moisture percentage
Paddy Cowpea Brinjal Chilli Bhindi Tomato Cucurbits Black gram Green Gram Amaranthus
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80 75 70 60 65 70 60 75 75 70
13 9 8 8 10 8 7.0 9 9 8
Fecilitator leads a discussion by asking questions like - List the different process involved before storage of a seed. - Points to be considered before purchasing a seed for cultivation.
Vocational Skill
Skill to conduct Germination test (Rag dol) Reference

Seed Technology - By Aggarwal
Evaluation
(1) Inmagine you are an agricultural assistant. Half a ton of paddy is supplied to your Krishi bhavan for distribution, what tests you will conduct/arrange to ensure quality before distribution? (2) Explain qualities of good seed. (3) Mention optimum moisture percentage of vegetable and paddy seeds for storage.
Student knows various classes of seed and social & economic impacts of seed act through discussion.
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Syllabus
1. Different classes of seed a. b. c. d. 2. Breeder Foundation Registered Certified
Social & economic impact of seed act.
Learning Activity - Discussion

Teacher leads a discussion by providing a handout on different classes of seed and seed certification.
Materials
Handouts Clases of seed Seed legislation in India
Discussion points
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Classes of seed Agency producing a particular class of seed Genetic and Physical purity.
Consolidation
Teacher consolidates the different classes of seeds, its qualities and seed act.
Products
Class notes
References
1. 2. Seed technology by Aggarwal Current articles from dailies and periodicals.
Evaluation
1. 2. What do you know about different classes of seeds? Suppose you are a member of parliament and in winter session of parliament the seed bill is presented for discussion. You are allowed 10 minutes to present your views. What are the crucial points you will put forward? Imagine you are the principal agriculture advisor to the agriculture minister. The Hillsanto company proposes a scheme for cultivating genetically modified paddy in Kuttanad
59
3.
region of Kerala. The company claims that the new seed has 10 times more yield potential than present varieties with good disease and past resistance. You are asked to explain the concept of GM seeds and present your views on the proposed scheme?
Student knows and gains skill in different sowing methods by method demonstration.
Syllabus
Sowing Methods Broad casting Dibbling Transplanting
Learning Activity
Field visit Students Visit paddy Field - Observe sowing methods - interact with Former - on which method adopted why? Which method they (student) found best and why? Suppliments concepts - Broadcasting Dibbling, transplanting
Discussion Facilitator -
Method Demonstration
Product
Field diary Class notes
Vocational skill
Ability to perform various methods
Evaluation
What do you know about various sowing methods?
60
Unit Analysis
Concept Need of Tillage - Why it Observation Classification should be done. How and when it should be done and How much? Agricultural implements Planting materials. Practicals Experimentations Discussions Preparation of notes Notes Process skill Activity Materials Product
Chapter 6
Evaluation Presentation of notes
Objective
* The student understands the concept of tillage, its need, history and the methods of land preparation through discussion, observation, classification, experimentation and making notes. Discussions Data collection Preparation of notes and presentation Paper cuttings Models, Picutes Photographs of tillage implements Notes
* The student develops idea What different types of Observation about different types of implements - When and Classification tillage implements by way where used? of observation of models, secondary data collection on implements of the locality and gets familiarized with their appearance and use.
Notes presentation
Weeds * The student understands the concept of weed as plants out of place, their types, harmful effects their impact on crop production and uses through discussions, observation, collection and preservation of weeds Concept of weed wet Observation land and dryland weeds Classification Dicot and Monacot Discussion weeds Harmful effects Uses of Weed
Collection Observation Group discusion Preservation and presentation of Herbarium.
Specimens, Herbarium Sheet-blank sheets, Paper cuttings Point cards
Herbarium Notes
Valuation of Herbarium and notes.
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62 Concept Methods of weed management Cultural Mechanical Biological and chemical method Examples of herbicides used. Observation Discussion Classification Experimenting Weed speciments Biogents Heribicide labels Mechnical Weed control equipments Discussion Experimentation Collection Comparative analysis. Notes Process skill Activity Materials Product Evaluation Presentation of notes
Objective
* The student gets information about the method of weed management, their comparative analysis through observation, discussions and by practicing them in their own household. Idea of biological weed Management and its effectiveness through experimentation Management of Salvinea/ Parthenium or Eichornia using bio agents - thereby involving in the popularization of technology.
Objective Definition of irrigation, Observation Experimenting Sources of water Different methods of ir- Inference rigation Surface method Subsurface method Specialised methods Indigenous method Drainage definition and advantages. Points cards, photographs and models of irrigation methods, published articles on speficialised irrigation methods. Group Discussion Collection of secondary data Notes
Concept
Process skill
Activity
Materials
Product
Evaluation Evaluation of notes
Irrigation * Student gets an idea about the role of water and its importance in plant growth, sources of water, irrigation - artificial application of water to plants and drainage - the removal of excess water. The student develops an idea about the different methods of irrigation through discussion, observation, secondary data collection and presentation of assignments.
* The student understands the important stages of plant growth in connection with water requirement of plants through discussions and observations.
Water requirement of Observation crops, critical stages of Inference water requirement of Rice.
Discussion Interveiw
Paper cutting Interview schedule
Notes
Evaluation of notes
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6
Introduction
TILLAGE, WEED SCIENCE AND IRRIGATION
At present, Kerala is not self-sufficient in the production of food grains. We have to depend on other states for meeting our needs. The important constraints in the field of crop production are weed problems, shortage of water for irrigation of crops and use of unscientific cultivation practices by majority of farmers of our state: Weeds are known as 'silent killers' of crop plants. They cause about 45% loss in yield. Here we deal with the identification of various weed species common in our fields and the different methods available for the effective management of weeds. The student should be made aware of the aspects of environmental pollution, ecofriendly management methods like use of natural enemies, competitive crops and mechanical weed control measures. Farmers of our state mostly depend on natural water sources for supplying water to their crops. So they are forced to give up cultivation during summer season. To attain self sufficiency in food production, we must cultivate throughout the year. For this we should depend on artificial methods of water supply. Irrigation methods which advocate the judicious use of available water are used recently. Here we deal with the different indigenous irrigation methods and the advanced specialized irrigation methods like drip, sprinkler and mist irrigation. For improving our crop production, more emphasis has to be given to adoption of scientific cultivation practices. Among the various cultural practices, one of the most important is preparation of land. Tillage - the manipulation of soil - has to be done effectively for obtaining a good crop growth. Land preparation using modern machinery instead of the traditional ones is gaining importance now a days. In this chapter we deal with the types of tillage, objectives of tillage and tillage implements used by farmers.
Tillage - Curriculum Objectives

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The student understands the concept of tillage, its need, history and the methods of land preparation through discussion, observation, classification, experimentation and making notes. The student develops idea about different types of tillage implements by way of observation of models, secondary data collection on implements of the locality and gets familiarized with their appearance and use.
64
Syllabus
Definition of Tillage Objectives of Tillage History of Tillage Types of Tillage - Primary, Secondary, Minimum & zero tillage. Different types of tillage implements
Learning Activities
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Discussion -Divide the students into 3 groups - sharing of experience to start discussion
Points of discussion
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Different land preparation activities. Why land preparation is necessary. Type &Time of land preparation operations.
Experimentation -Preparation of seed bed Materials for experiment - implements like pick axe, spade rake, harrows. Procedure - clean the land - remove weeds - digging 2-3 times breaking clods - prepare beds of 1m x 1m size(15cm height). Record observations. The students are asked to observe the soil condition before and after the seed bed preparation and make comparison table as follows.
Observation Format
Parameters Before operation After operation
Condition of land Soil condition Texture Water Infiltration rate

l
With weeds Hard Coarse Slow
Weeds cleared Soft Fine quick
Collection or photographs & models of various implements used for tillage and classify the implements with the help of facilitator. Implements for primary tillage Implements for secondary tillage
Materials
Photographs, Paper cuttings, models (of tillage implements)
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Consolidation
Tillage is the physical manipulation of the soil by defferent tools and compliments to a fine title.
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What is tillage? What are the objectives of tillage? a. b. c. d. e. f. preparation of seed bed. improve infiltration of water. incorporation of crop residues increase aeration improves structure of soil. controls pests and diseases.
Which are the types of tillage ? a. b. c. d. Primary tillage Secondary tillage Minimum tillage Zero tillage
References
1) 2) 3) Fundamentals of Agronomy - by Gopal Chandra De-Oxford IBH Publishers Principles and Practices of Agronomy by S.S.Singh Kalyani Publishers Agricultural Sciences for VHSE students - published by KAU
Product
Notes
Evaluation
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What do you know about Tillage? What is the difference between Primary and Secondary Tillage ? How does tillage help in improving soil condition and plant growth? Why different implements are necessary for tillage implements? Which type of tillage operations do you recommend in a sloppy area? Why ? What do you know about zero tillage ? Time Requirement - 4 +8 = 12 hours
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WEED SCIENCE Curriculum Objective - 1

The student understands the concept of weed as plants out of place, their types, harmful effects their impact on crop production and uses through discussions, observation, collection and preservation of weeds.
Syllabus
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Weeds -Definition Uses of weeds and harmful effects - Allelopathy Familiarisation of common garden land & wet land weeds of Kerala.
Learning Activities
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Collection, observation, classification and making herbarium - Project method can be adopted. Introduction and planning materials- weeds collected from school premises and herbarium
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Point cards (a) from where the weeds where collected ? (b) life span of weeds? (c) External appearance of weeds.
Preparation of Herbarium -Refer general chapter for preparation of Herbarium. Group Discussion -Groups of 5
Initiated through paper cuttings and point cards

l
Discussion points - uses of weeds, harmful effects
Materials
Paper cuttings related to uses of weeds, weeds Bland herbarium sheets,
Consolidation of concepts.
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Concept of weed as a plant out of place Types of land

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Weeds
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Dry land Wet land
Dicot Monocot
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Anuals Biennials Perennials
Uses of weeds
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Medicinal plants Green manures Fodder

67
l l l l
Food Raw materials Religious purpose Ornamental
Harmful effects of weeds

l l l l l l l
Increase cost of cultivation Contamination of seeds Direct influence on plant growth & yield (45% yield reduction ) includes (allelopathy) Reduces land value Cultural operations become difficult Alternate host Health Hazards
Identification of weeds (local names only)
Products
Herbarium, Project report
Evaluation
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Weeds are known as silent killers; Why? Differentiate between Dry land and wet land weeds? Some of the plants commonly considered as weeds are valued. Why? How will you convince a farmer the need of eradication of Parthenium from his backyard? Time Requirement-16 hours
Curriculum Objective- 2
The student gets information about the method of weed management, their comparative analysis through observation, discussions and by practicing them in their own household. Idea of biological weed Management and its effectiveness through experimentation Management of Salvinea/Parthenium or Eichornia using bio agents - thereby involving in the popularization of technology.
Syllabus
Methods of weed management
l l l l
Cultural Method Mechanical Method Biological Method Chemical Method
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Examples of herbicides commonly used.
Learning Activities
Assignment Prepare students by Group discussion - four groups of students. Point of discussion- Methods used for weed management Listing of points Random presentation of notes Experimentation on Biological control Materials Bioagent Cyrtobagous weevil Weed species Salvinia
Procedure A tank of convenient size is selected, filled with water. Introduce weed species into the tank and allow it to grow and fill the tank. Introduce the weevil or infected planting material into the tanks and observe the percentage of decay at different times- changes at weekly intervals. Record the rate of deterioration in the field diary in the following format.
Date Percentage of decay at different times
Source of Bioagents: Regional Agricultural Research Stations of Kerala Agricultural Universities.

l
Collection of information regarding commonly available herbicides from nearby depots, observing, Recording and comparing the details available on herbicide labels (This activity should be linked with collection of fertilizers done in Unit IV)
Information to be collected
Sl. No. Common name of Herbicide Name of active ingredient Formulation type Toxicity (colour code) Weeds controlled
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Materials
Weeds, Bioagents, Mechanical weed control equipments Herbicide labels.
Consolidation
Different weed control methods - Cultural Method - Mechanical Method - Biological Method - Chemical Method - Mention harmful effects of herbicides - Common herbicides used for weed control (Emphasise the toxicity of herbicides and its effect on environment)
Products
Notes, Filled up information sheets on herbicides
References
All About weed control - By S.Subramaniyan, A.Mohammadale, R.Jayakumar Fundamentals of Agronomy- By Gopal Chandra De Published by Oxford & IBH Publishers.
Evaluation
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Propose a suitable weed management method for your kitchen garden. Why? A pond in your locality is heavily infested with Eichornia or Salvinia - Analyse the suitability of the different management methods you have studied. Time Requirement - 9 hours.
IRRIGATION Curriculum Objective 1

Student gets an idea about the role of water and its importance in plant growth, sources of water, irrigation - artificial application of water to plants and drainage - the removal of excess water. The student develops an idea about the different methods of irrigation through discussion, observation, secondary data collection and presentation of assignments.
Syllabus
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Irrigation - definition Sources of water Different methods of irrigation - flood, basin, ring, furrow, subsurface methods, specialized methods -pitcher, drip &sprinkler irrigation. Drainage - definition and advantages.
70
Learning Activities
Project method/ Heuristic method is suggested.
l
Group Discussion - Facilitator divides pupils into 3 groups. Gives point cards to initiate discussion . Discussion Points -(1) What is the role of water in plant growth (2) What are the sources of water ? (3) What is irrigation? (4) What is drainage? And Why is it done ? Assignment - group level - Each group collects information about the various irrigation methods like surface, sub-surface methods, specialized methods and indigenous methods. Collection of secondary data - Presentation of collected information on methods of irrigation, their advantages and disadvantages and observing models of irrigation systems.
Materials
Photographs, models of irrigation methods, published articles on specialized irrigation methods.
Consolidation
l l l
Role of water in plant growth. Definition of irrigation Methods of irrigation. - Surface Methods - flood, Border, Basin, Ring and furrow methods of irrigation. - Sub-surface Methods - Specialised Methods - Drip, Sprinkler, Mist and fertigation. - Indigenous Methods - wick irrigation porous pitcher, Irrigation using polythene covers filled with water.
Products
Project report
Evaluation
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Define Irrigation A low lying water logged area of your locality is to be made suitable for cultivating banana. How will you reclaim it ? Suggest suitable methods of irrigation for the following situations and explain the method. a) b) Paddy Commercial vegetable gardens.
71
c) d) e) f) g)
Potted plants Coconut plantation in water scarce areas. Coconut nursery. Coffee plantation Green House/Pepper Nursery - 15 hours.
Time Requirement
WATER REQUIREMENT Curriculum Objective - 2

The student understands the important stages of plant growth in connection with water requirement of plants through discussions and observations.
Syllabus
Water Requirement of crops- Critical stage of water requirement of Rice.
Learning Activity
l
Discussion - Initiated by presentation of a case study eg: on the basis of paper reports from Palakkad district 'People are agitated over threatened crop loss due to unavailability of irrigation water from dams during the flowering stage of paddy' Discussion points - Importance of water during flowering stage and other similar stages like Tillering and Panicle Initiation. - Total quantity of water required by each crop
Interview with farmers to know about the timing of irrigation (to be linked with chapter VII crop Husbandry) Preparation of notes
Materials
Paper cuttings
Consolidation
l l l
Water Requirement of crops - Definition Consumptive use- Definition Mention critical stages of water requirement of paddy.
Products
Notes
Content Enrichment - References

l
Principles of Irrigation- By A.M. Michael
72
Fundamentals of Agronomy - By Gopal Chandra De (Published by Oxford & IBH Publishers)
Evaluation
Suppose you are a farmer cultivating rice. The crop is in the tillering phase. There is a problem of water scarcity in the locality. Allotment for irrigation from Panchayat is only for two specific periods. Which will be the time preferred by you for availing irrigation water Time Requirement - 3 hours.
73
74
Unit Analysis
Concept Cultivation practices of crops - season, varieties, nursery preparation, land preparation, seeds and sowing, measures and fertilizers, intercultural operations, plant protection and harvesting. Communicating, Discussion, Interview, Role play, Seminar, analysing, Demonstration. observations, use of numerical relations, practising, inferring. Questionnaire for interview, published articles, photographs, Agricultural implements, planting materials, manures fertilisers, PP chemicals, vegetable seeds for homesteads. Filled up questinnaire, crop calendars, weekly reports of students and yield, notes Seminar Process skill Activity Materials Product
Chapter 7
Evaluation Evaluation of notes Seminar Report
Objective
Crop Husbandry * The student gets motivation and experiences in the cultivation practices of major crops of Kerala like Paddy, Coconut, Pepper, Tapioca, Banana, Rubber and vegetables, by way of practicing these operations in the demonstration plot for cultivation of a suitable crop in the field available thereby acquiring the technological skill and professional skills. He practices the same in his own home stead and his community.
75
CROP HUSBANDRY
In Kerala, a diversified cropping system is being followed at present. The production of these crops must be increased in order to meet the demand of increasing population. For increasing production we have to use modern technologies in the field of agriculture. This chapter includes various scientific cultivation practices which could be adopted to improve the growth and yield of crops. Our aim is to impart knowledge about modern cultivation practices to the farmers of our state in order to improve production. The mind set of new generation in Kerala is gradually being taken away from the hearty experience of growing plants. This chapter aims to bring the student closer to the real life activity of experiencing and observing the actual process of going through the steps of crop production, with a scientific and technical outlook. This is expected to modify his attitude in the positive direction making him enjoy the thrill of growing his own crop in addition to the creation of a group feeling and co-operative mentality. The interactions proposed with farming community of the locality will make the student able to understand the real problems of farm sector and also the social and environmental aspects of present day farming .
CROP PRODUCTION Curriculum Objectives 1

The student gets motivation and experiences in the cultivation practices of major crops of Kerala like Paddy, Coconut, Pepper, Tapioca, Banana, Rubber and vegetables, by way of practicing these operations in the demonstration plot for cultivation of a suitable crop in the field available thereby acquiring the technological skill and professional skills. He practices the same in his own home stead and his community.
Syllabus
Cultivation practices of annual crops like Rice, Vegetables, Banana, Tapioca and perennial crops like coconut, Pepper and Banana - season, varieties, Nursery preparation, land preparation, seeds and sowing manures and fertilizers,inter culture operations, plant protection and harvesting.
Learning Activities
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Discussion/Brain storming Points Important crops grown in your locality Major crops of our state Activities done by a farmer for raising crops.
76
Preparation of interview schedule.

Cultural Operations Rice Coconut Pepper Banana Tapioca Rubber
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Interview with subject experts for acquiring scientific information. Role play - Teacher himself can act as an expert and students will act as farmers and will interview the expert and gather information. Seminar - Involving Local Body Members, farmers representatives, Agricultural officer and environmentalists. Topic of Seminar- Paddy land conversion
l l l
Preparation of crop calendar Demonstration plot - of a suitable annual crop. Supply of vegetable seeds to students- To raise a small kitchen garden - Submission of weekly reports by students. Name of Student Locality Area of cultivation Crops cultivated
Sl. No. Date
: : : :
Stage of Crop Plant protection Pest/Disease Control measure Yield Signature of Parent
Materials
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Questionaire for interview with subject experts. Published articles, photographs as hand outs for discussion Agricultural implements, planting materials, manures, fertilizers, plant protection chemicals for demonstration cultivation. Proforma of crop calendar. Vegetable seeds for homestead cultivation
77
l l
Consolidation
Cultural practices like - soil, climate, season -in case of Rice mention the three seasons Virippu Mundakan and Punja,Varieties of crops - mention both hybrids, and local varieties, seed Rate adopted, seed treatment of paddy, preparation of nursery, Land Preparation, Main field planting, Spacing adopted, Manuring, Liming, Water Management, Weed Management Plant Protection, Harvesting and Yield - of major crops like Rice, coconut, Banana, Pepper, Tapioca and Rubber.
Products
l l l l
Filled up Questionaires Crop calendars prepared by students Weekly reports submitted by students on homestead cultivation. Yield obtained from the demonstration plots.
Reference
l
Package of Practices Recommendation : Published by Kerala Agricultural University, Directorate of Extension. Cultivation of Banana - published by Kerala Agricultural University. kwtbm-PnX IoS \nb-{Ww tIcf `mjm Cn-yqv {]kn--o-I-cWw
l l
Evaluation
l
Explain the cultivation practices you will follow for raising a crop of - Banana. - Rice - Pepper - Coconut - Rubber
The members of a residential colony wish to cultivate pepper plants in their terrace gardens. Give them necessary instructions. How will you conserve soil moisture in coconut plantations established in areas where availability of water is less ? A farmer wants to cultivate pepper in his land. Enable him to prepare quality planting materials ? Time Requirement - 60 hours.
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VOCATIONAL SKILLS Unit VI

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Skill of preparation of seed bed Skill of selection of most suitable weed management methods for different situations.
Unit VII
l l l l l l l
Skill of selection of land Skill of methods of seed treatment Skill of preparation of planting materials Skill of methods of sowing/planting Skill of application of manures and fertilisers. Skill of selecting and applying appropriate plant protection measures. Skill of identifying the time of harvest and method of harvest.
79
PROIECT PROPOSAL, FINANCIAL ASSISTANCE AND FUNDING SOURCES
Introduction Any project proposal on "Self Employment" and guaranteed employment should satisfy the following conditions. 1. PROPOSED ACTIVITY a) b) c) Name of the Scheme/ Project Details of the project of the proposed activity 1. Location of Unit 2. Whether confirming of non-confirming (please specify if location confirms to location policy if the state govt. / local authority)
2. COST OF THE PROJECT SI.No
(Rs. In Lakhs)
Item Cost
1) 2) 3) 4) 5)
* Miscellaneous Fixed Assets (see note below) Preliminary & Preoperative expenses Contingencies & cost escalations Others, if any (please specify) ** Working Capital (see note below) Total -----------------------------
Note a. b.
3.
Furnish details of (1) above Working capital amount may be included as part of cost project where total cost project of the scheme does not exceed Rs. 50,000/MEANS OF FINANCE SI.No Source Amount & % of total cost
1. 2. 3. 4. 5.
Promoter's contribution. Subsidy if any Term loan Banks/ other Fls Others, if any specify Total -----------------------------
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4.
ECONOMICS OF PROJECT 1. 2. 3. 4. 5. 6. Average monthly sales Monthly expenses (Raw materials, stores, spares, salary, wages etc) Substance of proprietor Other expenses (rent etc) Total expenses Monthly surplus
5.
MANPOWER REQUIREMENT SI.No Category Average salary p.m.
1. 2. 3. 4.
Managerial Supervisors Skilled Unskilled Total -----------------------------
6.
MARKETING ARRANGEMENTS
a) Demand & Supply position in the area b) Selling Arrangements

7. REPAYMENT SCHEDULE
a) b)
Please indicate Moratorium Period needed; with justification Repayment in terms of quarterly / half yearly / yearly instalment (maximum repayment period is 7 years including moratorium period)
Note: For loans of agricultural activities. The repayment has to be made in yearly Instalments
8. IMPLEMENTATION SCHEDULE
(Give details how the project will be implemented up to income generating level)
9. WORKING CAPITAL REQUIREMENT
(Give details of working capital required for 3 months)

10. OTHERS
i) ii)
Government consents Environmental clearance
iii) Other Govt clearances. if any etc

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Agriculture I

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VOCATIONAL HIGHER SECONDARY

Government of Kerala Department of Education

State Council of Educational Research & Training (SCERT)

Submission of collected data, Assignment. Notes

Field visit Discussion

Plant Science Animal Science

Agronomy Horticulture Forestry

Animal Husbandry Poultry Fisheries

Human civilisations and role of agriculture Modern agriculture

Fisheries Poultry Animal husbandary

Pla nt Sci enc e

Learning Activity - Status of Agriculture

Collection and Analysis

Format of Data Collection for assignment

Learning activity - See the crops

Facilitates to identify and classify crops in the field.

Observation Measurement Inference Prediction

Note diagrams of weather instruments.

WEATHER AND CLIMATE

Weather elements related to Agriculture

Temperature Wind Rainfall Sunlight

Learning Activities - 'Know Weather' Group Discussion

Crop growth Activities like

Sowing Spraying Harvesting

Notes Temperature variation curve

Learning Activities - Identify weather instruments

Notes on meterological equipments and forecasting with diagram of weather instruments.

Learning Activity- Monsoons Group discussion

Assignment Presentation of soil map of Kerala.

Water holding capacity Saturation Field capacity Permanent wilting point

Learning Activity- Soil study

Soil profile preparation

To find size fraction using measuring cylinder

Preparation of soil profile Differentiate soil horizons

Kuttanadu Alluvium Red Soil Costal Alluvium

Learning Activity - soil types

Crops cultivated Map of Kerala showing different soil types.

Introduce the different soil type of Kerala Providing References

Learning activities - How it erodes?

Procedure for water erosion

Procedure for wind erosion

Format for observation.

leads to sheet erosion -

Teacher consolidates the conservation methods as.

Malappu ram Palakkad Thrissur

FOR REFERENCE Gabions

Soil Reinforcement & Slope Stability

Hydraulic & Erosion Control & Soil Bioengineering

Rock fall netting

Military, Flood. Fire

The advantages of rainwater harvesting

Disadvantages of Rainwater Harvesting

Evaluation Field diary and class notes.

Study reports, Articles CD presentation

iii) Function, deficiency, toxicity

Primary & Secondary nutrients.

Facilitator supplements - using power point/chart

Facilitate to present CD/Slide show/photographs showing the various deficiency symptoms.

Toxicity symptoms of NPK to be presented as CD/slide show/photograph

Facilitator supplements - relevant information.

Ability to identity various symptoms of deficiency Toxicity - NPK Extension skill

Learning Activity - "FERTILIZER KNOW - HOW"

1 ha 1 Acre 1 ha 1 Acre 1 ha 1 cent