University of the Philippines Los Baos

COLLEGE OF PUBIC AFFAIRS AND DEVELOPMENT

in collaboration with the

UPLB Ugnayan ng Pahinungod

FARMER PARTICIPATORY WEB-BASED TRAINING ON PEST MANAGEMENT

Duration and Date

Farmers Participatory Web-based Training on Pest Management was conducted on October 1, 2011, a whole day activity. Students of CED-242 devised the training module for the farmer regarding pest management. A pilot run was conducted to see if the modality will be accepted by the farming community.

Venue

The Farmers Participatory Web-based Training on Pest Management was held at the University of the Philippines, Los Baos, Ugnayan ng Pahinungod in Los Baos, Laguna.

Content

Below are the contents of the modules on Farmers Participatory Web-based Training on Pest Management:

I.

Assessment of Prior Knowledge (Self-Assessment)

A. B. C. D.

Discussion of the Training Process Pre-testing Insect Gathering Insect Sorting

E. F. G.

Insect Identification Real Time Web-Discussion with Technical Personnel Evaluation of the Modality

Please refer to Appendix Section

Methodology

The pilot test training module was delivered using combination of practical application, two way discussions, and group exercises through web-based seminar (webinar) to reinforce learning of the farmer participants. A pre-test was administered to determine their level of prior knowledge. A questionnaire was

administered and answered by the farmers to gauge the level of their knowledge about insect pest in the rice field (refer to appendix 1). After the pre-test, the team went to the rice field near IPB. An ample time was given to gather some specimens to be studied as part of the training. After the catching activity, the team went back to the Ugnayan ng Pahinungod to sort and identify the insects captured. A technical person guides the sorting and identification via web cast situated in different location. The technical person will affirm if the judgment of the farmer is right if not, corrective measures will be given. Last will be the administration of post-test instrument to assess whether the farmer participants learn something from the training. This will be followed by the distribution of assessment instrument to determine if the modality is accepted by the farming community.

Participants

A total of 3 farmers, 2 teachers and 1 principal from Padre Burgos, Quezon attended the training. There is also 1 technical person with deep knowledge in Pest Management. The participants will assess if the mode of knowledge

transfer is acceptable and somewhat effective in their level. In addition, there are twelve (12) observers, the students of CED 242 Adult Education, and the class Professor Dr. Rowena DT. Baconguis.

Reflection

The webinar team conquered the agony of long, exhausting and laborious preparation. The team is composed of six (6) students from the CED 242 class handled by Dr. Rowena DT. Baconguis. The six students are Cherdpong

Keeragit (Thailand), Lu Awn Nangzing (Myanmar), Jaylord Tanora (Philippines), Juvy Mojares (Philippines), Stanan Phanapaipong (Thailand) and Melvin Cordez (Philippines). Preparing one good module is not an easy task. With the addition of some difficulties of limited knowledge about the technical part of Pest Management. Also, the team finds it hard to have common time because all have different schedules and two members are fulltime in their respective employment. But, nevertheless, with the motivation and paramount support of Dr. Baconguis and Dr. Medina, the team still manages to go through and delivered on the project. There are also support and encouragements coming from the other group. The webinar group appreciated it very much. The team did not just learn to develop module, conduct seminar and do some write ups, but the most important thing the webinar group learned is that no man is an island. Everybody must do and make some contribution to the group by delegating task and consolidating after.

The most waited date, October 1, 2011, finally arrived. The team is very anxious because there is still something to do but not yet finish. The reproduction of some part of the training is still on going. But a never give up attitude

continuously pounding the group with the addition of the moral support of the other group, our Professor, Dr. Medina and the undeniably important Custodio. From the very start, aside from time, one problem encountered by the group especially in the later stage is the financial side. We are surprised upon learning that the group might spend considerable amount of money in the production and reproduction of the materials. But the problem at hand, in anyway by chance, cannot stop the group by accomplishing the task. Thank you for Dr. Baconguis for the encouragement, support and knowledge installed to the intrinsic part of the group, the core of our success. The webinar group also expresses our appreciation and gratitude to the farmers and teachers who participated. All of them are very participative and are actually knowledgeable in their field. The group really benefited and learned so many things from the training participants. The group underwent composure under pressure when within the heights of the discussion, unexpected brown out happened. With such finesse and poise, the group manages to mitigate things by the initiative of Phum (Stanan Phanapaipong) to contact SEARCA Dorm and ask if they can spare a place for the continuation of the activity. The group wants to express gratefulness to the SEARCA administrators and staffs by allowing us to use some space on the building and the internet connection. All ends well. Thank you very to all who got involved in the pilot test of webinar to train the farmers. The group comes into realization that though all went right there are still rooms for improvements: help by

the Pahinungod staff; Cayo, GM, Glenn?, and a special mention to Dr. Pham

a. Cooperation, Coordination and Collaboration The group realizes the importance of the three terms. Granting that all three were given such emphasis, it would be easier for the webinar group to do the planning and development of the module. Time should not become the foe but rather an ally be utilizing it intelligently maximizing all available and spare time to finish task and/or redefining things for the betterment of the project.

A constant monitoring in the part of the group leader is very important. This will ensure that the delegated task is properly observed and finished on time. Constant reporting of the progress of the project should be religiously reported and coordinated to the Professor handling the class.

b. Technical Matters The group should continuously coordinate with Dr. Medina. The

development of the module should be done integrative and sequential. Though the team consulted several reference materials it is recognizably different if, from time to time, everything was consulted with the people with technical know-how with respect to rice pest management. Module should be checked first by the technical people for rooms of improvements.

c. Equipment The group should have planned everything in advance from what are the tools needed in the training. The team should also identify some

contingencies that might be of big help in the training.

d. Delegation of Task

Task should be delegated accordingly and should be time bounded for swifter result. The group encountered some shortcomings with respect of the delegated task which the group failed to anticipate. e. Group Assessment It is very refreshing that Dr. Baconguis facilitated initial assessment of the project but still it will be the best if the group instantaneously conducted group assessment. This can identify the areas where the process failed to capitalize.

Result of the Training As Viewed by the Participants

The aim of the project is to gauge the effectiveness and acceptance of the use of the Information and Communication Technology (ICT) in delivering the training program. Farmers are well versed and embraced the traditional way of training delivery. They are used to perform the modalities familiar to them within the reach of their understanding.

The training would like to find out if the delivery of the training and the module administered are effective. The responses of the participants are quite fulfilling and promising to, maybe do another test but in many locations (nodes). The group used the weighted mean to determine the effectiveness of training, both the module and the process. evaluation: Below are the results of the participants

Where: Mw weighted mean - Sum of the product of the frequency and

weight N Number of respondents

Each of the responses was weighted using the Likerts 5-point scale.

This is a

system of qualitative ranking and was the basis for the interpretation of the results. The respondents rated them using the following numerical ratings and descriptions:

Range 4.51 - 5.00 3.51 - 4.50 2.51 - 3.50 1.51 - 2.50 1.00 - 1.50

Interpretation Excellent Very Good Good Fair Poor

Points 5 4 3 2 1

The result of the test was very promising and inspiring. Below are the tables of the assessments of the participants in term of the module and deliberation of the training: Effectiveness of the Module The module is complete with all the 1 important knowledge in the effective ways in controlling pest. Can easily understand and can give things 2 needed in the training. The content is in the level that can be 3 understood by every reader. The level of expertise of the facilitator in 4 clearing things out by effectively answering questions. Giving such importance to nature while 5 enriching the knowledge. Effectively addresses the inquiries of the 6 farmers in the right management of insect in the rice field. A B C D E F 5 4 5 5 4 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 4 5 4 5 4 5 5 5 4 5 5 5 Mw 4.83 4.67 4.83 5.00 4.67 4.83 4.81

Average Mw

The table unveils the perception of the participants with respect to the module being administered to them. As shown in the table, is the effectiveness of the module. The corresponding weighted mean of each indicator is as follows: module is complete with all the important knowledge in the effective ways in controlling pest (Mw = 4.83); Can easily understand and can give things needed in the training (Mw = 4.67); the content is in the level that can be understood by every reader (MW = 4.83); level of expertise of the facilitator in clearing things out by effectively answering questions (Mw = 5.00); giving such importance to nature while enriching the knowledge (Mw = 4.67); and addresses the inquiries of the farmers in the right management of insect in the rice field (Mw = 4.83). With the average weighted mean, the conclusion would be EXCELLENT with the average weighted mean of Mw = 4.81.

Effectiveness of the Training Process and Modality

1 2 3 4 Can easily be integrating the capability to train with the use of new technology. How will you rate the equipment/things used in the training What is your assessment in using practical ways of training integrated in modern technology How will you rate your impression in terms of the chosen venue and facilities in training for pest management What is your level of satisfaction in the training based in your own needs Generally, what is the level of importance and significance of the training in terms of content and delivery

A B C D E F
4 3 5 5 4 5 5 5 4 5 5 5 4 5 5 5 4 3 3 4 5 5 5 5

Mw
4.17 4.33 4.67 4.83

4.83

4.83

Average Mw 4.61

The table discloses the perception of the participants with respect to the module being administered to them. As shown in the table, is the effectiveness of the module. The

corresponding weighted mean of each indicator is as follows: easily be integrating the

capability to train with the use of new technology (Mw = 4.17); will you rate the equipment/things used in the training (Mw = 4.33); assessment in using practical ways of training integrated in modern technology (Mw = 4.67); will you rate your impression in terms of the chosen venue and facilities in training for pest management (Mw = 4.83); What is your level of satisfaction in the training based in your own needs (Mw = 4.83); what is the level of importance and significance of the training in terms of content and delivery (Mw = 4.83). With the average weighted

mean, the conclusion would be EXCELLENT with the average weighted mean of Mw = 4.61.

Appendices

Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5

: : : : :

Pre-test Instrument The Skill-Based Learning Module Post-test Instrument Training Evaluation Instrument Training Pictures

University of the Philippines, Los Baos College of Public Affairs CED 242 Adult Education

Paunang Pagtantiya ng Kaalaman I. Punan ang mga bakanteng lugar ayon sa hinihinging katugunan.

Peste

Panahon makikita

Parte ng Palay

Golden Kuhol

Kayumangging Ngusong Kabayo

Magbibilot/Maniniklop

Berdeng Ngusong Kabayo

Balang / Lukton

ACHIEVING COMPETENCE IN

INTEGRATED PEST MANAGEMENT AND CONTROL

PEST MANAGEMENT AND CONTROL

Vol. 1 SECTOR: AGRICULTURE

COURSE TITLE: Pest Management and Control UNIT OF COMPETENCY: Identification and Treatment of Insect Rice Pest MODULE TITLE: Identifying and Treating Insect Pest in Rice INSTITUTION: CED 242 class under Dr. Rowena T. Baconguis, PhD Extension Educatio, ICE, CPAf, Graduate School, UPLB By: Melvin L. Cordez, Lu Awn, Stanan Phanapaipong, Jaylord Tanora, Juvy Mojares Date: September 3, 2011

I.

LEARNING GUIDE OVERVIEW

Integrated Pest Management and Control (IPMC) plays an integral role in the farming sector particularly in the rice production that combine biological, cultural and chemical tools to minimize economic, environmental and health impact and issues.

OBJECTIVES

When you have completed the learning activity in this material you should be able to:

1. Explain why identification of the pest is the first step in developing an effective pest control strategy. 2. Explain the differences between continuous pests, sporadic pests, and potential pests. 3. Explain what is meant by prevention, suppression, and eradication of pests. 4. Describe "thresholds" and why they are an important consideration in developing a pest control strategy. 5. Describe "monitoring" as it relates to pest control and explain why it is important to pest control strategy. 6. Define "integrated pest management and control" and list several possible control tactics that may be used in an IPMC strategy. 7. Name factors that can cause pesticide applications to fail to control pests.
8. Name ways to help avoid the development of pest resistance to pesticides CONTENTS

This learning material includes the following.

Essential knowledge of Integrated Pest Management and Control that are needed;

Crop growth

  

Why do I need to understand the basic growth stages of the crop? Is it important to understand the relationship between plant health and vigor and pests? Why do I need to understand the impacts between canopy management and irrigation systems and pest populations?

Pests and natural enemies  Do I understand the basic interactions of pests and their natural enemies and control?  Do I understand the environmental impacts on pests and natural controls?  Do I understand the critical growth stages of both pests and natural controls, and know what causes pest populations to change?  What is the pests weak link that I can use to help control pests? Monitoring program  Have I instituted a pest monitoring program to assess pest population levels in the field on a regular basis?  Am I monitoring for natural predators or biological controls to know if insect enemies are present and at what level? Economic thresholds  Am I making pest control decisions based on established or unofficial economic thresholds? Economic thresholds are levels of pest populations that can cause economic loss if no action is taken to control or reduce pest numbers.  Am I aware that I may need to develop my own economic thresholds for my particular situation and market?  Am I considering all costs involved with pest control (paperwork, work interruptions from pesticide worker re-entry waiting periods, and potential secondary outbreaks) when establishing economic thresholds? Evaluation of control techniques  Am I considering all available control techniques (chemical, cultural, biological, behavioral and genetic control) and their effects on the environment, pests, predators, and worker safety before choosing the method most appropriate for my particular situation?  Am I watching for the cause and effect of my pest control activities and other vineyard operations?
 Am I pursuing IPM with the understanding that it doesnt offer a cookbook approach to farming, but is a process to identify and solve problems by continually refining strategies?

PRE-REQUISITES

The completion of this learning material requires you to have basic understanding of basic farming activities and method.

HOW TO USE THIS GUIDE

This Learning Guide will lead you through a series of activities which will require you to work at your own pace. These activities will ask you to complete associated learning and practice activities in order to gain the knowledge and skills you need to achieve the learning objectives stated earlier.

Refer to Learning Activity Page to know the sequence of learning tasks to undergo and the appropriate resources to use in each task. This page will serve as your road map towards the achievement of objectives.

Read the information sheets. This will give you an understanding of the work, and why things are done the way they are.

Complete the activities as directed in the activity/practice sheets. These will test your knowledge and give you practice of doing the tasks involved. Performance criteria for assessing practical exercise are shown to guide you in undertaking the practical exercises. Always be aware of safety requirements highlighted in this material. Ask for clearance in using some tools and equipment. Should you require some assistance and clarification, consult your trainer or facilitator. They should be available anytime you need them.

Answer self-checks found in each section of the learning guide. Do not write anything on this learning guide; provide separate sheets for your answers. Self-checks will let you know how you are going. To know how you fared with self-checks, review the answer keys found at the end of the learning guide.

When you had completed all the tasks required in this learning guide, an assessment exercise will be given to evaluate if you are already competent with the specified learning outcomes in and ready for the next task. .If you feel ready for the assessment, consult the facilitator.

A record of competency is provided on the last page to reflect how much of the required assessment criteria have been met.

You may already have some or most of the knowledge and skills covered in this learners guide. Talk to your trainer about having them formally recognized. If you have qualification or certificate of competence from previous training, show it to your trainer. If the skills you acquired are still current and relevant to the unit of competency they may become part of the evidence you can present for Recognition of Prior Learning (RPL). If you are not sure about the accuracy of your skills, discuss it with your trainer.

LEARNING ACTIVITIES

The following are steps that will serve as the trainees guide in achieving the objectives stated in this learning material. The resources and/or specific instructions for accomplishing each step are also stated below.

LEARNING STEPS

RESOURCES/SPECIFIC INTRUCTIONS

1. The trainee will ask the trainer of the materials to be used.

1. The trainer will provide the learning materials installation of computer system and networks and safety procedures 2. Information Sheet 1: Principle of pest control

2. Read Information Sheet 1 3. Self-Check No.1: Multiple Choice. Identification of Pest in Rice 3. Answer: Self-Check No. 1 4. Information Sheet 2: How and why control pest 4. Read Information Sheet 2 5. Self-Check No. 2: Multiple Choice and Matching Type

5. Answer: Self-Check No. 2

6. Operation (Job) Sheet: Actual activity in identifying rice pest and application of all possible method of eradication and/or control.

6. Perform Operation (Job) Sheet

INFORMATION SHEET 1

PRINCIPLE OF PEST CONTROL

Pests A pest is anything that: 1. Competes with humans, domestic animals, or desirable plants for food or water, 2. Injures humans, animals, desirable plants, structures, or possessions, 3. Spreads disease to humans, domestic animals, wildlife, or desirable plants, 4. Annoys humans or domestic animals. Types of Pests Types of pests include: 1. Insects, such as roaches, termites, mosquitoes, aphids, beetles, fleas, and caterpillars, 2. Insect-like organisms, such as mites, ticks, and spiders, 3. Microbial organisms, such as bacteria, fungi, nematodes, viruses, and mycoplasmas, 4. Weeds, which are any plants growing where they are not wanted, 5. Molluscs, such as snails, slugs, and shipworms, and 6. Vertebrates, such as rats, mice, other rodents, birds, fish, and snakes.

Most organisms are not pests. A species may be a pest in some situations and not in others. An organism should not be considered a pest until it is proven to be one. Categories of pests include: 1. Continuous pests that are nearly always present and require regular control. 2. Sporadic, migratory, or cyclical pests that require control occasionally or intermittently. 3. Potential pests that do not require control under normal conditions, but may require control in certain circumstances.

Pest Identification Accurate identification is the first step in an effective pest management program. Never attempt a pest control program until you are sure of what the pest is. The more you know about the pest and the factors that influence its development and spread, the easier, more cost-effective, and more successful your pest control will be. Correct identification of a pest allows you to determine basic information about it, including its life cycle and the time that it is most susceptible to being controlled. As a certified applicator, you must be familiar with the pests you are likely to encounter in the type of work in your certification category. To identify and control pests, you need to know: 1. 2. 3. 4. 5. The physical features of the pests likely to be encountered, Characteristics of the damage they cause, Their development and biology, Whether they are continuous, sporadic, or potential pests, and What your control goal is.

If you need help in identifying a pest, contact your commodity or industry organization, Cooperative Extension educator, or state land-grant university, the Department of Agriculture, PhilRice, IRRI and ATI.

Sample of Pest

Asian Pink/Purple Stem Borer

Tagalog name: mala-rosas na aksip Identifying marks: The adult moth is fawn-colored with brown streaks on the forewings and white hindwings. There is a cluster of hairs on the neck. The wingspan of female moths is 3035 mm. The male and female moths can be distinguished by their antennae; they are comblike in the male and threadlike in the female. The males are smaller than the females. The larva is purplish pink on the back and white on the abdomen. The head capsule is orange-red. The body is distinctly segmented with no stripes, and tapers toward the abdominal tips. Larvae are found at ground level inside the stem. The eggs are gead-like, and laid in rows within the leaf sheath and the stem. They are creamy white to dark and are not covered with hairs.

Where to find: They are abundant in upland rive grown near sugarcane or related grasses. They are also seen in upland rice fields of Claveria, Misamis Oriental (Northern Mindanoa). Damage: Young plants typically show deadheart symptoms, The older plants have extensive parts of the stem hollowed out, with consequent physical weakening of the stem and a reduction of crop yield. Life cycle: Eggs are laid within the leaf sheath. Eggs hatch into larvae in 7 days. Larval duration lasts for 36 days before pupation. Larvae feed on many cultivated as well as uncultivated crops, which make them capable to move to adjacent fields or border areas to complete their development even after the rice has been harvested. A single larva can damage many tillers, as they can come in and out of the rice tillers. They pupate either inside the larval tunnel within the stem or outside the stem between the leaf sheath and the stem. Adult moths emerge from pupae within 10 days. Adult survives for 4-6 days. Total life cycle takes 46-83 days.

Black Bug
Tagalog name: itim na atangya Identifying marks: Adults are 8-9 mm long and are brownish-black with a few distinct yellowish spots on the thorax that bears spines below the anterior angles. They are called shield bugs because of their shield-like appearance. They produce an offensive odor when disturbed. Young nymphs are brown with a green abdomen. Where to find: They prefer rain fed wetland and irrigated rice to upland rice. They also favor continuously cropped irrigated rice areas and poorly drained fields. They are usually found in large numbers between tillers at the soil level after the heading stage of the rice when irrigation has been stopped during the ripening stage. In flooded fields, they are always found on the rice canopy above the water level. Dry season rice crop is prone to damage than the wet season crop. Presently, rice crops in Palawan and Mindanao are seriously affected. However, its distribution is rapidly spreading to other areas of the Philippine archipelago. Damage: Susceptible growth stages are from seedling to flowering. During the day, the adults and nymphs suck plant sap at the base of stems, often just above water level. At night, they move up the rice plant and suck sap from the tillers. The adults prefer the stem nodes as feeding sites owing to the reservoirs of sap. Infestation at the tillering stage results in deadhearts, but continued feeding turns leaves reddish brown, reduces tillering, and causes stunting. When infestation is at the booting stage, the panicles fail to develop grains, which mimic the damage done by stem borers (whitehead). They can also feed on panicles during milky stage causing brown spots in injured grains. Their saliva is toxic. During severe infestations, young plants often die and the whole field appears burnt. Such damage is referred to as bug burn, which is similar to hopper burn caused by planthoppers. Life cycle: Round and greenish-pink eggs are deposited in batches of 40-50on the basal parts of rice plants near the water surface. They are well-guarded by the female until they hatch. The nymphs develop to adults by 1 month, after changing their skin 4-5 times. Adults can live for up to 7 months. They are carried to large distances by strong winds. Adults and older nymphs can survive under adverse conditions. They hide in cracks in soil, bunds or adjacent higher grounds to a depth of 30 cm when there is acute water shortage, temperatures fall abruptly, and crop is harvested. Total life cycle takes 32-42 days. Adults are attracted to strong light.

Management options Cultural y Removing weeds reduces their breeding sites and allows sunlight to penetrate to the base of the rice plants. y Early-maturing varieties evade the damaging population of the pest the break its life cycle. y Plowing immediately after harvest destroys their breeding sites. y Flooding the field drowns eggmasses. Eggs submerged in water for 24 hours do not hatch. y Light traps using mercury bulbs are effective in reducing egg-laying adults. Kerosene light trap are not bright enough to attract black bugs. y Practice direct seeding. y There are no commercially available resistant varieties but there is a tolerant variety, IR44526. IR1314 is a recommended tolerant variety but it cannot be grown in areas where tungro is a problem. Biological y Small wasps (telenomus triptus) kill eggs. y Frog and ducks prey on nymphs and adults. y Carabid beetles feed on eggs, nymphs, and adults. y Green muscardine (Metarhizium anisoplae) attacks the nymphs and adults. Chemical y Direct foliar sprays to the base of the plants where the pest is usually found. Foliar sprays are more effective than granules.

Brown Planthopper
Tagalog names: kayumangging hanip, kayumangging ngusong kabayo Identifying marks: Adults are 2.5-3.0 mm long, brown, winged, or without wings. The legs are hairless and the hind leg has a large, mobile outgrowth.

Where to find: Rainfed and irrigated wetland fields are preferred. It is rare in upland rice. Direct-sown fields are more prone to heavy damage than transplanted fields. All plant growth stages can be attacked, but the most susceptible growth stages are from early tillering to flowering. Increasing nitrogen levels, closer plant spacing, and higher relative humidity increase their numbers.

Damage: Adults and nymphs cause direct damage by sucking the sap at the base of the tillers. Plants turn yellow and dry up rapidly. Heavy infestation creates brown patches of dried plants known as hopperburn. They also transmit virus diseases: ragged stunt, grassy stunt, and wilted stunt. Excreted honeydew on infested plants may also become a medium for sooty mold fungus. Life cycle: Eggs are laid in batches inside the leaf sheaths and on the leaf midrib. Nymphs are brown. Nymphs molt five times before turning to adult. Adults with long wings are attracted to light traps.

Green Planthopper
Tagalog name: Berdang ngusong kabayo

Identifying marks: They are slender insects, usually narrowing at the back. They have thin tapering antennae. The hind legs are covered with hairs. Adults are 3.2-5.3 mm long, opaque green, with black markings on the head, face, wings, and wing tips. Where to find: Grasses found near irrigation canals and levees, and rice rations are favorable for feeding and egg-laying. Tillering and panicle initiation stages are most favorable for their multiplication, although seedlings to booting stages are also susceptible. They jump readily when disturbed. They are active in summer and become sluggish during cold weather. Thus their numbers decline drastically. To quickly detect them, either tap vigorously several plants, stopping now and then as one walks through a field, or sweep rice foliage with an insect net. Damage: Adults and nymphs cause direct damage to the rice plant by sucking the sap from leaf sheaths and leaf blades. They also cause indirect damage by injecting toxic chemicals and transmitting viruses (tungro, dwarf, transitory yellowing, and yellow-orange leaf) and a mycoplasma disease (yellow dwarf). They mostly confine themselves and feed on the leaf and leaf sheath of rice. Mild infestations reduce plant vigor and number of productive tillers. Heavy infestations cause withering and complete drying of the crop. Life cycle: Eggs are laid in small slits made in the soft parts of the leaf sheaths. Newly laid eggs are oblong, bent, pale yellow, and barely visible. The eggs hatch into nymphs in 6-12 days. Nymphs have varied color patterns on their back. The first instar nymphs are numerous on the lower surface of older leaf blades, but from second instar onwards, they distribute themselves evenly on all the leaves. There are five instars before they become adult. Adults are attracted to light traps. On full moon, catches are more.

Seed Bug/Paddy Bug/Rice Bug

Tagalog name: atangya Identifying marks: Young nymphs are green while adults are greenish-brown. The adults are slender and about 15 mm long. When the temperature is high and the insects are not feeding, they camouflage themselves on the plant by taking up a particular posture. The first and second instars often raise their abdomen when on the panicle, but when on the leaves, their whole body is straightened. The older nymphs and adults lower their abdomen flat against the panicle or leaf, draw the antennae and front legs together anteriorly against the substrate, and extend the middle and hind pairs of legs against the abdomen. When the plant is disrobed, nymphs drip to the lower parts of the plant while the adults fly a short distance. When handled or threatened, both nymphs and adults secrete an odorous substance that leaves an orange stain on the fingers.

Where to find: They are found in all environments but are prevalent in rainfed wetland or upland rice. They are destructive in areas where rainfall is evenly distributed throughout the year, and also in irrigated crops. Extensive weedy areas of rice fields, wild grasses near canals, staggered rice planting, rice fields adjacent to woodlands, and coconut plantations favor bug multiplication. Susceptible growth stages are from flowering to milky stage. Damage: Adults and nymphs appear in the young crop with the early rains. They suck sap from the developing grains at the milky stage. All soft milky grains are susceptible to attack. Panicles in heavily infested fields remain erect. Insects attack results in discolored or shriveled grains; off-smell of raw and cooked rice, and off-flavor of straws, which is unattractive to cattle. Before grain formation, the bugs feed on succulent shoots and leaves. Nymphs cause more damage than adults. Life cycle: Eggs are laid in rows on dead or dry parts of the leaves or stem. Occasionally, they are laid on living leaves. They are red and flat. Eggs hatching to nymphs are dependent on high relative humidity. The egg stage lasts for 6-9 days. The nymphs are green. Nymphs turn to adults in 17-27 days after the fifth molt. Adults live up to 65 days under favorable conditions.

Management options Cultural y Eliminate grassy weeds from rice fields, levees, and surrounding areas either by cutting or burning to reduce habitats for egg-laying. y Avoid staggered planting of fields in the area to break continuous food soured. y Passing baskets or bags coated on the inside with sticky material are promising in repelling/capturing them. y Net and handpick bugs to reduce their numbers. y Put attractants such as arasn or anything having bad odor like dead snails or rats. The bugs attracted can be burned or sprayed with chemicals to reduce their numbers. y Awned (bearded) varieties are resistant. y Varieties with panicles enclosed in the leaf sheath for longer time offer some mechanical resistance to feeding. Biological y Small wasps and long-horned grasshoppers kill eggs. y Fungal pathogens infect nymphs and adults. y Spiders, crickets, lady beeties, and long-horned grasshoppers feed on nymphs and adults. Chemical y Foliar sprays or dust formulations are effective. Spray or dust at flowering stage in the early morning or evening on calm days. y Granular insecticides are ineffective.

Short-horned Grasshopper/Locust
Tagalog names: baling, lukton Identifying marks: The adult are small, yellow and brown, about 3 cm in body length, with conspicuous, broad, brown stripes running laterally through the eyes and extending posteriorly along the wings. The antennae are short, much less than the length of the body. When in swarms, they are in their migratory phase and are called locusts. Where to find: They are found in all rice environments but are prevalent in the rainfed areas. They tend to localize in dry areas and rice fields adjacent to grasslands where they breed. They cannot be found along rice field margins during early hours of the morning and after

sunset. Pampanga and Mindanoa are areas where they have caused havoc to cultivated crops, including rice. Damage: Grasshoppers can damage rice at all stages of crop growth. Nymphs eat newly germinated rice seedlings and cause them to wither. Adults feed on the leaves and shoots, and may eat the base of the panicle causing it to wither and die. If the emerging flowers are attacked, the resulting grains become chaffy. Swarming locusts can remove most of the foliage in a rice field leaving only the base of tillers. Life cycle: They lay their eggs on the rice foliage or inside the soil and their nymphs are semiaquatic. Management options Cultural y Flooding the stubble drowns grasshoppers. y Shaving of bunds kills egg pods. y Sweeping along the bunds reduces their numbers. y Adults are sluggish at night, and can be picked directly from the foliage. Biological y Small wasps attack eggs. y Parasitic flies, nematodes, and fungal and bacterial pathogens kill nymphs and adults. y Birds (house sparrow), frogs, and web-spinning spiders are major predators of nymphs and adults. Chemical y Poison baits made from salt water and rice bran are ideal to control nymphs and adults of locusts. Place baits in their breeding grounds such as bunds and grasslands. y Foliar sprays easily control grasshoppers in rice fields. Granules are not effective.

Striped Stem Borer/ Pale-headed Striped Borer

Tagalog name: guhitang aksip Identifying marks: Eggmasses are deposited on the basal halves of leaves and occasionally on leaf sheaths. They are scale-like, translucent-white to dark-yellow, and not covered with hairs. Larvae are dirty white, with five longitudinal purplish-brown stripes running down the dorsal surface of the body. The head capsule is brown. Larva measures 20-26 mm long. Adult moths are dirty white to yellow-brown, with grey-brown scales. Adults are active in the evening. Where to find: They are abundant in areas that are not flooded. More eggs are laid on rice plants receiving high rates of nitrogenous fertilizer. Damage: Many larvae may be found in one rice stem. They damage rice from seedling to flowering, affecting leaves, stem, growing points, and the whole plant. The most vulnerable growth stages are tiller elongation and panicle exsertion. The most obvious field symptoms are deadhearts caused by larval feeding on growing points of young schools. In later growth stages, the larvae cause whiteheads interfering with the flower development. Stems weakened by larval feeding may also lodge. Life cycle: Adult female lays 100-555 eggs, usually in batches of 60-70 eggs over a period of 3-5 nights. The egg stage is 5-6 days. After hatching, the larvae cluster beneath the leaf sheaths and later enter the stem to feed. The larvae pupate within stems by 30 days of feeding. The pupal period lasts for 6 days. The life cycle is completed in 35-60 days. Management options (for all stem borers): Stem borers are internal feeders. This makes them less susceptible to useful organisms, protects them from adverse environmental conditions, and non-systemic insecticides. In addition to this, they adopt unique dispersal strategies: long distance flights as crop approaches maturity (moths at this stage are attracted to light traps). They are difficult to manage because of the following reasons: lack of good level of resistance in the released cultivars: non-adoption of synchronous planting: and use of quick and efficient techniques for early detection of moths, eggmasses, larvae and pupae. Spraying foliar insecticides early in the season on young crop stages interferes with the buildup of useful organisms. All these contribute toward the poor management of stem borers. The vulnerable stages in the life cycle of stem borers are between the time when eggs are laid and when the larvae penetrate into the plant. High rainfall, exposure to

beneficial organisms, and the inability of newly emerged larvae to chew a hole in the rice plant make many stem borers die. The management strategy for stem borers depends on integration of location-specific cultural practices, conservation and enhancement of useful organisms, and use or resistant varieties. Cultural: The following tactics are necessary for community-wide implementation at various crop stages. However, it would also depend on the prevailing local conditions. Before sowing: y Plowing/harrowing the rice field immediately after harvest turns under stubble harboring larvae and pupae. They are either preyed upon by useful organisms or get dried up under the heat of sun. This is effective for managing yellow, white, and striped stem borers. If the population in stubble is high, flooding the field before land preparation for the next crop and keeping it submerged up to a week can kill resident larvae. Spreading straw under the sun kills resident larvae in it. Delaying seedbed planting until moths emergence to avoid egg-laying. Choosing right planting time minimizes stem borer population growth, as well as using seedbed trap crop to manually collect eggmasses, and also to know stem borer activity. Conserving and enhancing the action of indigenous useful organisms such as small and big wasps, carabid beeties, and spiders regulate stem borer buildup. Collecting eggmasses, larvae, and pupae of stem borers in containers with minute holes so that once the wasps emerge, they will disperse in the field.

y y y y

y y

White Stem Borer

Tagalog names: putting aksip, putting bagumbong Identifying marks: The adult of this species looks similar to the YSB except that it does not have any dark spot on the forewings, in either sex. Hence, the white stem borer (WSB) sexes look similar. Orange hairs are present at the end of the female white stem borers abdomen, while in yellow stem borer they are yellowish. The wingspan of the adult female is 26-30 mm, with males being smaller. Where to find: Predominant in rainfed areas where there is only one wet season crop per year, and where stubble are left undisturbed during the dry season. Upland rice is susceptible to WSB species, as the larvae cannot survive extremely wet situations. Thus, this insect

does not occur in areas with high rainfall. Early in the season, deadhearts are caused in the nurseries and in the young crop, while later in the cropping season subsequent generations cause whiteheads. WSB is presently found in the Visayas and Mindanao. Damage: The larvae bore into the rice stems and hollow out the stem nodes and internodes. Young plants exhibit deadhearts while older plants evelop whiteheads. Older plants often break where the stem is hollowed out causing lodging. Life cycle: Eggmasses are laid in batches of 80-150 on the leaf sheath, and covered with the brown anal hairs of the female moth. Eggs hatch in 4-9 days. Larvae are milky white and 18-25 mm long when mature. They are more white-colored than those of yellow stem borer. Head capsule is black. Larval period ranges from 19-31 days. Larvae remain dormant at the base of the plants during the dry season. Pupation takes place inside the stem. Adult moth emerges from pupa within 7-11 days. After the crop is harvested, the larvae sleep in the lowest internodes of the stubble. With the first rains, the larvae become active, pupate, and the moths emerge. Moths are especially seen in the early stages of the crop. Adults are attracted to light traps.

Adult of WSB. Note many hairs on the head.

Yellow Stem Borer

Tagalog names: dilaw na aksip, dilaw na bagumbong Identifying marks: The male and female adults are two different forms, and with distinct sexual characteristics. The female moth has one dark spot at the center of its bright yellowish forewings, while spots on the forewings of the male are not clearly seen. The wingspan

is 22-30 mm. The males are smaller than the females, and do not have yellowish hairs at the end of the abdomen. Where to find: Yellow stem borer is a notorious pest of deepwater rice. It is abundant in aquatic habitats where flooding occurs and where multiple rice crops are grown annually. Rice plants at the vegetative and early heading stages are preferred for egg laying. Plants receiving high nitrogenous fertilizers are also favorable to larval survival. Only one larva can be found in a stem. To detect the presence of moth, flush the borders of the field. To monitor larval densities, dissect tillers at tiller elongation and panicle initiation stages. For eggmasses, check seedbed or newly established drop at weekly intervals starting 3 weeks after transplanting up to 9 weeks after transplanting. Egg-laying can peak at 3.5 eggmass/m. Damage: The larvae bore into the rice stems and hollow out the stem completely. In young plants, the central leaf whorl does not unfold, turns brownish, and dries up, although lower leaves remains green and healthy. Such symptom is referred to as deadheart. In older plants, the panicles dry up with unfilled grains and turn white. Such symptom is referred to as whitehead. Both deadheart and whiteheaded can easily be pulled out by hand. Older plants often break where the stem was hollowed out causing lodging. Life cycle: Eggmasses are laid in batches of 80-150 near leaf tips or on the leaf sheath, and covered with the brown anal hairs of the female moth. Eggs hatch in 4-9 days. All eggs in one eggmass hatch simultaneously. The newly hatched larvae crawl toward the tip of the plant and have silken threads, and are usually dispersed by wind to adjacent rice plants. Then they descend toward the base and crawl between leaf sheaths and enter the stems. Larvae are hairless, pale or yellowish, and 18-25 mm long when mature. The larvae have small orange heads. One larva can be found in a stem. Larval period is 30-40 days. Before pupation, the larva makes an exit hole through which the adult moth later escapes. Pupation takes place inside the stem, often below the soil. Larvae seal entrance holes with silk to make stems watertight. Adult moth emerges from pupa within 7-11 days. The adults can survive for 4-10 days without food. Adults are attracted to light traps.

INFORMATION SHEET 2

PRINCIPLE OF PEST CONTROL

Pest Control Any time you are considering whether pest control is necessary, remember:  Control a pest only when it is causing or is expected to cause more harm than is reasonable to accept.  Use a control strategy that will reduce the pest numbers to an acceptable level.  Cause as little harm as possible to everything except the pest. Even though a pest is present, it may not do much harm. It could cost more to control the pest than would be lost because of the pest's damage. Pest Control Goals Whenever you try to control a pest, you will want to achieve one of these three goals, or some combination of them:  Prevention -- keeping a pest from becoming a problem,  Suppression -- reducing pest numbers or damage to an acceptable level, and  Eradication -- destroying an entire pest population. Prevention may be a goal when the pest's presence or abundance can be predicted in advance. Continuous pests, by definition, are usually very predictable. Sporadic and potential pests may be predictable if you know the circumstances or conditions that favor their presence as pests. For example, some plant diseases occur only under certain environmental conditions. If such conditions are present, you can take steps to prevent the plant disease organisms from harming the desirable plants. Suppression is a common goal in many pest situations. The intent is to reduce the number of pests to a level where the harm they cause is acceptable. Once a pest's presence is detected and control is deemed necessary, suppression and prevention often are joint goals. The right combination of control measures can often suppress the pests already present and prevent them from building up again to a level where they are causing unacceptable harm.

Eradication is a rare goal in outdoor pest situations because it is difficult to achieve. Usually the goal is prevention and/or suppression. Eradication is occasionally attempted when a foreign pest has been accidentally introduced, but is not yet established in an area. Such eradication strategies often are supported by the government. The Mediterranean fruit fly, gypsy moth, and fire ant control programs are examples. Eradication is a more common goal indoors. Enclosed environments usually are smaller, less complex, and more easily controlled than outdoor areas. In many enclosed areas, such as dwellings, schools, office buildings, and health care, food processing, and food preparation facilities, certain pests cannot or will not be tolerated. Threshold Levels Thresholds are the levels of pest populations at which you should take pest control action if you want to prevent the pests in an area from causing unacceptable injury or harm. Thresholds may be based on esthetic, health, or economic considerations. These levels, which are known as "action thresholds," have been determined for many pests. A threshold often is set at the level where the economic losses caused by pest damage, if the pest population continued to grow, would be greater than the cost of controlling the pests. These types of action thresholds are called "economic thresholds." For example, when the number of insects on a particular crop exceeds a given quantity, an insecticide application to prevent economic damage could be justified. In some pest control situations, the threshold level is zero: even a single pest in such a situation is unreasonably harmful. For example, the presence of any rodents in food processing facilities forces action. In homes, people generally take action to control some pests, such as rodents or roaches, even if only one or a few have been seen. Pest Monitoring In most pest control situations, the area to be protected should be checked often. Regular monitoring can answer several important questions:  What kinds of pests are present?  Are the numbers great enough to warrant control?  When is the right time to begin control?  Have the control efforts successfully reduced the number of pests? Monitoring of insect, insect-like, mollusc and vertebrate pests usually is done by trapping or by scouting. Monitoring of weed pests usually is done by visual inspection. Monitoring for microbial pests is done by looking for the injury or damage they cause. Monitoring also can include checking environmental conditions in the area. Temperature and moisture levels, especially humidity, are often important clues in predicting when a pest outbreak will occur or will hit threshold levels.

Monitoring is not necessary in situations where a pest is continually present and the threshold is zero. For example, there is zero tolerance for bacteria in operating rooms and other sterile areas of health care facilities. In these situations, routine pest control measures are taken to eradicate any pests and to prevent pests from entering the area. Avoiding Harmful Effects Pest control involves more than simply identifying a pest and using a control tactic. All of these could be affected by pest control measures. Unless you consider the possible effects on the entire system within which the pest exists, your pest control effort could cause harm or lead to continued or new pest problems. Rely on your good judgment and, when pesticides are part of the strategy, on the pesticide labelling. Most treatment sites are disrupted to some degree by pest control strategies. The actions of every type of organism or component sharing the site usually affect the actions and well-being of many others. When the balance is disrupted, certain organisms may be destroyed or reduced in number, and others -- sometimes the pests - may dominate.

Integrated Pest Management Integrated pest management is the combination of appropriate pest control tactics into a single plan to reduce pests and their damage to an acceptable level. Using many different tactics to control a pest problem tends to cause the least disruption to the living organisms and non-living surroundings at the treatment site. Relying only on pesticides can cause pests to develop resistance to pesticides, cause outbreaks of other pests, and can harm surfaces or non-target organisms. With some pests, using pesticides alone will not achieve adequate control. To solve pest problems, you must:        Identify the pest or pests and determine whether control is warranted for each, Determine your pest control goal(s), Know what control tactics are available, Evaluate the benefits and risks of each tactic or combination of tactics, Choose a strategy that will be most effective and will cause the least harm to people and the environment, Use each tactic in the strategy correctly, Observe local, state, and federal regulations that apply to the situation.

The strategy you choose will depend on the pest you have identified and the kind and amount of control you need.

Natural Controls Some natural forces act on all organisms, causing the populations to rise and fall. These natural forces act independently of humans and may either help or hinder pest control. You may not be able to alter the action of natural forces on a pest population, but you should be aware of their influence and take advantage of them when possible. Natural forces that affect pest populations include climate, natural enemies, natural barriers, availability of shelter, and food and water supplies. Climate -- Weather conditions, especially temperature, day length, and humidity, affect pest activity and rate of reproduction. Pests may be killed or suppressed by rain, freezing temperatures, drought, or other adverse weather. Climate also affects pests indirectly by influencing the growth and development of their hosts. A population of plant-eating pests is related to growth of its host plants. Unusual weather conditions can change normal patterns so that increased or decreased damage results. Natural enemies -- Birds, reptiles, amphibians, fish, and mammals feed on some pests and help control their numbers. Many predatory and parasitic insect and insect-like species feed on other organisms, some of which are pests. Pathogens often suppress pest populations. Geographic barriers -- Features such as mountains and large bodies of water restrict the spread of many pests. Other features of the landscape can have similar effects. Food and water supply -- Pest populations can thrive only as long as their food and water supply lasts. Once the food source -- plant or animal -- is exhausted, the pests die or become inactive. The life cycle of many pests depends on the availability of water. Shelter -- The availability of shelter can affect some pest populations. Overwintering sites and places to hide from predators are important to the survival of some pests. Applied Controls Unfortunately, natural controls often do not control pests quickly or completely enough to prevent unacceptable injury or damage. Then other control measures must be used. Those available include:     Host resistance, Biological control, Cultural control, Mechanical control,

 Sanitation, and  Chemical control Host resistance -- Some plants, animals, and structures resist pests better than others. Some varieties of plants, wood, and animals are resistant to certain pests. Use of resistant types, when available, helps keep pest populations below harmful levels by making conditions less favorable for the pests. Host resistance works in three ways:  Chemicals in the host repel the pest or prevent the pest from completing its life cycle.  The host is more vigorous or tolerant than other varieties and thus less likely to be seriously damaged by pest attacks.  The host has physical characteristics that make it more difficult to attack. Biological control -- Biological control involves the use of natural enemies -- parasites, predators, and pathogens. You can supplement this natural control by releasing more of a pest's enemies into the target area or by introducing new enemies that were not in the area before. Biological control usually is not eradication. The degree of control fluctuates. There is a time lag between pest population increase and the corresponding increase in natural controls. But, under proper conditions, sufficient control can be achieved to eliminate the threat to the plant or animal to be protected. Biological control also includes methods by which the pest is biologically altered, as in the production and release of large numbers of sterile males and the use of pheromones or juvenile hormones. Pheromones can be useful in monitoring pest populations. Placed in a trap, for example, they can attract the insects in a sample area so that pest numbers can be estimated. Pheromones also can be a control tool. Sometimes a manufactured copy of the pheromone that a female insect uses to attract males can be used to confuse males and prevent mating, resulting in lower numbers of pests. Applying juvenile hormones to an area can reduce pest numbers by keeping some immature pests from becoming normal, reproducing adults. Cultural control -- Cultural practices sometimes are used to reduce the numbers of pests that are attacking cultivated plants. These practices alter the environment, the condition of the host plant, or the behavior of the pest to prevent or suppress an infestation. They disrupt the normal relationship between the pest and the host plant and make the pest less likely to survive, grow, or reproduce. Common cultural practices include rotating crops, cultivating the soil, varying time of planting or harvesting, planting trap crops, adjusting row width, and pruning, thinning, and fertilizing cultivated plants. Mechanical (physical) control -- Devices, machines, and other methods used to control pests or alter their environment are called mechanical or physical controls.

Traps, screens, barriers, fences, nets, radiation, and electricity sometimes can be used to prevent the spread of pests into an area. Lights, heat, and refrigeration can alter the environment enough to suppress or eradicate some pest populations. Altering the amount of water, including humidity, can control some pests, especially insects and disease agents. Sanitation -- Sanitation practices help to prevent and suppress some pests by removing the pests or their sources of food and shelter. Urban and industrial pests can be reduced by improving cleanliness, eliminating pest harbourage, and increasing the frequency of garbage pickup. Management of pests attacking domestic animals is enhanced by good manure management. Carryover of agricultural pests from one planting to the next can be reduced by removing crop residues. Other forms of sanitation that help prevent pest spread include using pest-free seeds or transplants and decontaminating equipment, animals, and other possible carriers before allowing them to enter a pest-free area or leave an infested area. The proper design of food-handling areas can reduce access and shelter for many pests. Chemical control -- Pesticides are chemicals used to destroy pests, control their activity, or prevent them from causing damage. Some pesticides either attract or repel pests. Chemicals that regulate plant growth or remove foliage also are classified as pesticides. Pesticides are generally the fastest way to control pests. In many instances, they are the only tactic available. Pest Control Failures Sometimes you may find that even though you applied a pesticide, the pest has not been controlled. You should review the situation to try to determine what went wrong. There are several possible reasons for the failure of chemical pest control. Pest Resistance Pesticides fail to control some pests because the pests are resistant to the pesticides. Consider this when planning pest control programs that rely on the use of pesticides. Rarely does any pesticide kill all the target pests. Each time a pesticide is used, it selectively kills the most susceptible pests. Some pests avoid the pesticide. Others withstand its effects. Pests that are not destroyed may pass along to their offspring the trait that allowed them to survive. When one pesticide is used repeatedly in the same place against the same pest, the surviving pest population may be more resistant to the pesticide than the original population was. The opportunity for resistance is greater when a pesticide is used over a wide geographic area or when a pesticide is applied repeatedly to a rather small area where pest populations are isolated. A pesticide that leaves a residue that gradually

loses its effectiveness over time will help select out resistance. Rotating pesticides may help reduce the development of pest resistance. Other Reasons for Failure Not every pesticide failure is caused by pest resistance. Make sure that you have used the correct pesticide and the correct dose and that you have applied it correctly. Sometimes a pesticide application fails to control a pest because the pest was not identified correctly and the wrong pesticide was chosen. Other applications fail because the pesticide was not applied at an appropriate time -- the pest may not have been in the area during the application or it may have been in a life cycle stage or location where it was not susceptible to the pesticide. Also remember that the pests that are present may be part of a new infestation that developed after the chemical was applied.

JOB SHEET

Pest Identification A. Objectives: After completing the activity you should be able to: 1. 2. 3. 4. Perform technique in gathering pest specimens Perform the process of identifying the pest Identify the weak attribute of the pest Administer the proper control for the identified pest

B. Tools and Materials: Farmer trainees must be provided with the following: y y y y Personal Protective Equipment ( ex. protective eyewear, rubber boots, gloves) Hand tools (knife, shovel, specimen container) Flashlights Evaluation Criteria Hand-outs/Record Sheet(s)

Criteria Safety Precaution Performed Identified the pest Assessed the treatment

Rating _______ _______ _______ _______

C. Procedures: 1. 2. 3. 4. 5.

Administered treatment correctly

Wear your PPE With to tools, go to the rice field and try to catch some specimens Bring the specimens at the designated learning area Identify the pest Assess and administer proper control

RECORD OF COMPETENCE

Below are your assessment ratings:

Assessment Performance Criteria

YES

NO

1. Identified the insect(s) correctly 2. Assess the proper way of control 3. Administered pest control properly

Competent __________

Not Yet Competent _______________

Remarks: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _________________________

Facilitators signature over printed name: ___________________________________

Date: ________________ Venue: ________________________

Post-test Instrument Pagkilala sa mga insekto/kulisap na matatagpuan sa palayan Punan ang mga bakanteng lugar at kilalanin ang mga nahuling insekto. Parte ng halamang inaatake Growth stage ng halaman para makita ang insekto

Pangalan ng Insekto

Peste o May Benipisyo

Pamamaraan ng pag pigil

Pangalan ng magsasaka:

Lagda sa ibabaw ng pirma Petsa: ________________ Lugar: ________________

Pagtantiya sa magsasaka May Kakayahan: _____ Wala pang sapat na kakayahan: ______

University of the Philippines, Los Baos College of Public Affairs CED 242 Adult Education

Pagsusuri ng Pamamaraan ng Pagsasanay

Panuto: Maaaring lagyan ang mga bakanteng lugar ayon sa hinihinging katugunan

1. Pangalan (optional): ___________________________________________

Edad: ________ Kasarian: ___________ Katayuang Sibil: _____________

Pagsusuri sa pangangasiwa ng pagsasanay:

Mga Tagubilin: Suriin ang naaangkop sa hanay ng iyong pagkatig tungkol sa mga antas ng pagiging epektibo sa linya ng mga gawain na ginanap sa pamamagitan ng iyong obserbasyon.

Interpretasyong Berbal Napakagaling Magaling Medyo magalling Di magaling Walang kasanayan 5 4 3 2 1

Antas ng pagkaepektibo Kahusayan ng Module 5 1. Nakapaloob sa module ang kumpleto at mahahalagang kaalaman tungkol sa mabisang paraan sa pagpigil sa mga peste. 2. Madaling maunawaan at kayang tugunan ang mga hinihingi ng pagsasanay. 3. Ang nilalaman ay nasa antas na kayang unawain ng kahit sinong mambabasa. 4. Antas ng tagapagsanay sa natatanging kakayahan upang tugunan at linawin ang mga katanungan. 5. Isinasaalang-alang ang pangangalaga sa kalikasan kaakibat ng pagpapalawak ng kaalaman. 6. Tumutugon sa katanungan ng magsasaka ukol sa tamang pagtantiya sa mga kulisap sa palayan. 4 3 2 1

Antas ng pagkaepektibo Kahusayan ng paraan ng pagsasanay 5 7. Madaling makasabay sa kakayahang makapagsanay ang paraan sa paggamit ng teknolohiya. 8. Papaano mo bibigyan ng pagtantiya ang ginamit na paraan sa pagsasanay. 9. Anong base mo sa praktikal na paraan ng pagsasanay na may tulong ng makabagong teknologiya. 10. Ano ang iyong mga impression tungkol sa natatanging lugar at mga pasilidad para sa pagsasanay sa pamahalaanan ang peste. 11. Paano ka nasiyahan kaugnay ng pagsasanay na itoayon sa pagtantiya ng iyong mga pangangailangan? 12. Sa pangkalahatan, anong antas ng kahalagahan ang nagging pagsasanay sa pagtantiya sa tagapagsanay at sa paraan ng pagsasanay. 4 3 2 1