Training of Trainers – School Children Field School on Biodiversity, Climate
Change and Nutrition thru Sustainable Vegetable Production
Phase III: Implementation of Re-entry Plans - Season Long School Children
Field School on Biodiversity, Climate Change and Nutrition thru
Sustainable Vegetable Production
TERMINAL REPORT
Arboleda National High School
San Pedro Ili, Alcala, Pangasinan
(August 3, 2018 - December 21, 2018)
Season Long School Children
Field School on Biodiversity, Climate
Change and
Nutrition thru Sustainable Vegetable Production
Duration:
August 3, 2018 - December 21, 2018
No. of Participants:
Sex
Male
Female
No.
15
15
30
I. RATIONALE
Organisms and their environment constantly interact and both are changed by
this interaction. Like all other living creatures, humans have clearly changed their
environment but they have done so generally on a grander scale than have all other
species. Some of these human-induced changes - have led to altered climate patterns. In
turn, altered climate patterns have changed the way animals and plants are distributed in
different ecosystems.
As a result of human intervention to nature, ecosystem has been disturbed
causing imbalance of nature. This is quite alarming since it could lead to scarcity of food
and water. With that, the Department of Education is mandated to protect and promote the
right of every Filipino to quality, equitable, culture-based and complete basic education
where students learn in a child-friendly, gender-sensitive, safe and motivating environment.
Studies have also shown that there are many children who come to school on an
empty stomach. It has also been documented for a long time that the cognitive
development is delayed in children who have suffered a serious lack of nutrition for a
considerable length of time. Hence, Malnutrition is one of the most unabated health
problems among public school students.
In response to empowering and informing children in the school about the
importance of food production and environmental concerns, the Arboleda National High
School in collaboration with Department of Agriculture - Agricultural Training Institute
(ATI) Regional Field Office 1 will be conducting the Phase III: Implementation of Re-entry
Plans - Season Long School Children Field School on Biodiversity, Climate Change and
Nutrition thru Sustainable Vegetable Production as continuation of the Training of Trainers
– School Children Field School on Biodiversity, Climate Change and Nutrition thru
Sustainable Vegetable Production hence, this training module.
School Children Field School (SCFS) is an approach wherein pupils / students,
enrich their knowledge and skills on Sustainable Vegetable Production thru Participatory
Approach and actual demonstration in the learning field integrating biodiversity, climate
change and nutrition. It is a part of the capability building component of IPM Program for
school gardening in mitigating hunger and to have an agriculture-oriented and empowered
youth in their community.
II. TERMINAL OBJECTIVES:
At the end of the training, the students are expected to equip the knowledge and
skills on biodiversity, climate change and nutrition thru Sustainable Vegetable Production.
ENABLING OBJECTIVES:
The project, in general, aims to understand and appreciate issues on climate
change and biodiversity using School Children Field School; acquire knowledge on
proper care and management of plants and vegetables and develop the values of
self-help, self-sufficiency, environmental awareness and stewardship.
III. METHODOLOGY
The training program will employ participatory approaches and actual
demonstration in the learning field. Field walks and observation will be used to ensure that
discovery-based exercises are consistent with the actual situation in the field. A
participatory Action Research (PAR) Studies with an area of 100 sqm will be established. It
will be planted with eggplant and hot pepper as side study and incorporated with other
varieties of vegetables. These will be processed though small and big group discussions to
further understand the situation, issues that may be encountered in the learning field in
order to make a critical and informal decision. Moreover, group dynamics, team building
exercises, energizers and unfreezing activities will be employed to make the learning
process more fruitful and exciting. Formal education approaches were utilized using the
participatory approach all throughout the series of the training period. It was experimental,
experiential, participatory and discovery based. Activities were focused on allowing
observe and discuss, inter-act, brainstorm as well as analyze Agro-Ecosystem, make
decision and solve problems.Learning field was established and managed by the SCFS
-participants. Interventions used in the learning field were based on the results of the
weekly agro-ecosystem analysis (AESA). Farmer participants were involved in the garden
over the entire growing period of the eggplant crops which serve as their season-long
training. The duration was 16 weeks from transplanting to harvesting. Marketing was also
practiced every after the harvesting of crops.
Materials
Materials used were hybrid eggplant seedlings (Jackpot F1) with a planting
distance of 60 centimeters by 60 centimeters (60 cm x 60 cm). A recommended rate of
East West Seed Company which uses complete fertilizer(16-16-16), and vermicasts.
Ingredients for fermentation such as molasses,banana stalk, camote and kangkong tops,
manila paper, sprayer, pail and empty containers & plastic cover were used in the
preparation of FPJ, an organic concoction, which applied to the plants.
Site selection
The site was strategically located inside the school premises of Arboleda
National High School,San Pedro ILi, Alcala, Pangasina, at the back of Senior High School
Building in which the area was previously planted with cassava and near to irrigation canal
with readily available water.
Field Lay-out
The experimental area was 100 square meters. It was divided into 18 plots.
Each plot has 2.5 meters in length by 1 meter in width.
Land Preparation
The area was cultivated using shovels, pick mattock and was leveled using
rakes. Moreover, bed forming was done by the participants per group with a dimension of 1
m. X 2.5 m. per plot. The soil is sandy loam type.
Planting
Just after the land preparation, application of basal fertilizer and transplanting
was done manually with a planting distance of 60 cm between hills and 60 cm between
rows at one plant per hole.
Fertilizer Application
Application of basal fertilizer was done prior to planting, wherein 5 kgs. of
vermicast and 5 kgs of complete fertilizer was applied. Since the soil was not analyzed to
distinguish the available nutrients in the soil, the recommended rate of harbest company
was used and served as control. Drenching and spraying of organic fermentation and
inorganic fertilizer was done.
Irrigation
The plant was manually watered with pail after planting and done thrice every week
and also during drenching. Because it was on the onset of rainy season during the first
month, irrigation wasn’t required on the first month and need to irrigate until the rest of
plants’ life.
Weed Management
The weed was manually controlled (Uprooted) to ensure cleanliness and to avoid
the occurrence of diseases and damage caused by insect pests.
IV. Data Gathered
The following agronomic data and yield component data were gathered:
1. Number of Leaves. The number of plant leaves was recorded weekly. Number of
leaves was counted from the first true leaf up to the last leaf fully emerged.
2. Length of leaves. The length of leaves was recorded weekly. Measurement was done
from the petiole to the apex.
3. Width of leaves. The width of leaves was recorded weekly. Measurement was done
from the right margin to the left margin of a leaf.
4. Plant Height (cm). The plant height of three sample plants per plot was recorded.
Measurement was done from the base of the plant.
5. No. Of flowers. The number of flowers was recorded by counting all the flowers of the
plant crop.
6. No. of fruits. The number of fruits was recorded by counting all the fruits of the plant
crop.
7. No. of branches. The number of branches was recorded by counting the branches of the plant
crop.
V. RESULT AND DISCUSSION
1. Agronomic Data
AVERAGE NUMBER OF LEAVES
Average Number of Leaves
GROUP V
GROUP IV
GROUP III
GROUP II
GROUP I
0
5
AESA 7
10
AESA 6
AESA 5
15
AESA 4
AESA 3
20
AESA 2
25
AESA 1
The graph shows the average number of leaves of all groups in every Agro - Ecosystem
Analysis (AESA) being conducted. It is shown that there is progress on the number of leaves of
crop during the fist conduct of AESA and going lesser on the last part. There might have some
factors such as the quality of soil and the fertilizers being used.
AVERAGE LENGTH OF LEAVES
Length of Leaves
Group V
Group IV
Group III
Group II
Group I
0
2
AESA 7
4
AESA 6
6
AESA 5
8
AESA 4
AESA 3
10
AESA 2
12
14
AESA 1
The graph shows the average length of leaves. It was recorded by getting the
measurement of its petiole up to its apex. Three each small and big leaf was used to get its
average. It has shown that there are progress and changes on the size of the leaves of crops.
AVERAGE WIDTH OF LEAVES
Width of Leaves
Group V
Group IV
Group III
Group II
Group I
0
2
4
AESA 7
AESA 6
6
AESA 5
8
AESA 4
AESA 3
10
AESA 2
12
14
AESA 1
The graph shows the average width of leaves. It was recorded by getting the measurement
of its leaf margin to the right margin of a leaf. Three each small and big leaf was used to get its
average. It has shown that there are progress and changes on the widths of the leaves of
crops.
AVERAGE HEIGHT OF LEAVES
Height of Plants
GROUP V
GROUP IV
GROUP III
GROUP II
GROUP I
0
20
AESA 7
40
AESA 6
AESA 5
60
AESA 4
80
AESA 3
AESA 2
100
120
AESA 1
The graph shows the average height of plants. It was recorded by getting the
measurement of its base up to its leaf. It has shown that there is a little progress on the
development of plant crops.
AVERAGE NUMBER OF FLOWERS
Number of Flowers
Group V
Group IV
Group III
Group II
Group I
0
2
AESA 7
4
AESA 6
AESA 5
6
AESA 4
8
AESA 3
10
AESA 2
12
AESA 1
The graph shows the average number of flowers. It was recorded by counting the flowers
in every AESA being conducted. It has also shown that there is minimal number of flowers
during the first and second quarter of AESA.
AVERAGE NUMBER OF FRUITS
Number of Fruits
Group V
Group IV
Group III
Group II
Group I
0
0,5
AESA 7
1
AESA 6
1,5
AESA 5
2
AESA 4
2,5
AESA 3
3
AESA 2
AESA 1
3,5
4
The graph shows the number of fruits in every conduct of AESA. It was recorded through
counting of its good and quality developed fruits. Small fruits were also counted so as the big
ones.
AVERAGE NUMBER OF BRANCHES
Number of Branches
Group V
Group IV
Group III
Group II
Group I
0
1
AESA 7
2
AESA 6
3
AESA 5
4
AESA 4
AESA 3
5
AESA 2
6
7
AESA 1
The graph shows the average number of branches in every conduct of AESA. It was recorded
by counting the small and large branches of the crop. It has shown that as the plant grow and
develop, branches too.
VI. SCHEDULE OF ACTIVITIES
Day No.
DAY 1
DAY 2
DAY 3
Activities
Launching Program
Registration
Overview of the SCFS
Preparation of Materials and
Garden Site
Conduct Group Dynamics and
Diagnostic Test
Grouping the Students/Team
Building Exercises
Pre - test
The Concept of Ecosystem
Seed Selection and Seed Testing
Remarks
It was successfully done. Guests,
visitors, parents, teachers and students
attended. Nursery work was conducted
after the program. Simple lunch were
prepared for the visitors attended.
All scheduled activities for the week
were accomplished
It was done successfully where the
participants had their examination
outside the classroom using the Moving
Exam Method.
The speaker also discussed her topic
very well with return demonstration.
All scheduled activities for the week
were accomplished
The speaker discussed the topic very
Rag Doll Method
DAY 4
DAY 5
DAY 6
DAY 7
DAY 8
DAY 9
DAY 10
DAY 11
DAY 12
well.
All scheduled activities for the week
were accomplished
Land Preparation and Lay –outing
It was done successfully but did not
finished for a half-day so we decided to
Field Work
continue the activity in the afternoon.
Seed Sowing
All scheduled activities for the week
were accomplished
Installation of Mulches and
It was done successfully but did not
Transplanting
finished for a half-day so we decided to
continue the activity in the afternoon.
Field Work
The speaker motivated, discussed the
Climate Change
lesson properly.
All scheduled activities for the week
were accomplished
Collection of Weeds and Insect
Moving Exam was conducted
Pests
successfully. The students collect weeds
and insects and prepare their outputs in
Preparing their Outputs
a manila paper and vials, respectively.
Moving Exam
The speaker motivated, discussed the
lesson properly.
All scheduled activities for the week
were accomplished
PD on Irrigation ,Fertilizer
The participants did the fertilizer
Application and Replanting
application and irrigation to the crops.
Replanting was also done. The speaker
Field Work
motivated, discussed the lesson
properly.
All scheduled activities for the week
were accomplished
PD on Crop Maintenance
The speaker motivated, discussed the
lesson properly.
Field Work
All scheduled activities for the week
were accomplished
PD on Basic Concept and Principles The speaker motivated, discussed the
of Insect Pests
lesson properly. All participants actively
Management/Introduction to Agro
participated during the activity.
Ecosystem Analysis (AESA)
All scheduled activities for the week
were accomplished
Field Work
Presentation and Processing
Field Work (AESA #1)
The speaker motivated, discussed the
lesson properly. All participants actively
Processing and Presentation
PD on Basic Identification of Insect participated during the activity.
All scheduled activities for the week
Pests
were accomplished
Processing and Presentation
Field Work (AESA #2)
The speaker motivated, discussed the
lesson properly. All participants actively
Processing and Presentation
participated during the activity.
PD on Hazard of Pesticides to
All scheduled activities for the week
Human Natural Enemy (NE), Insect
were accomplished
Pest (IP), and Environment
Field Work (AESA #3)
The students reported the result of
germination. The speaker motivated,
Reporting of Percentage
discussed the lesson properly. All
Germination
DAY 13
Field Work (AESA #4)
PD on Container Gardening
Moving Exam
DAY 14
Field Work (AESA # 5)
Processing and Presentation
PD on Vermi -culture and
Vermicomposting
Field Work
Field Work (AESA #6)
Processing and Presentation
Harvesting and Post-harvesting
Activities
DAY 15
DAY 16
DAY 17
Submission of Insect Zoo,
Herbarium, Portfolio and Collection
of Insect Pests
Field Work (Harvesting of Crops)
Processing and Presentation
Income Return Analysis
FIELD DAY
Exhibit Time
Program Proper
participants actively participated during
the activity.
All scheduled activities for the week
were accomplished
The speaker motivated, discussed the
lesson properly. All participants actively
participated during the activity. Exam
was conducted successfully.
All scheduled activities for the week
were accomplished
The speaker motivated, discussed the
lesson properly. All participants actively
participated during the activity.
All scheduled activities for the week
were accomplished
The speaker motivated, discussed the
lesson properly. All participants actively
participated during the activity.
All scheduled activities for the week
were accomplished
All participants actively participated.
All scheduled activities for the week
were accomplished
All scheduled activities for the week
were accomplished
VII. CONCLUSION AND RECOMMENDATION
Despite some gaps and limitations, this review has provided a good idea to empower
and inform the Filipino people the significance of sustainable vegetable gardening and its
advantages in our everyday living.
The conduct of Season Long School Children
Field School on Biodiversity,
Climate Change and Nutrition thru Sustainable Vegetable Production in Abroleda
National High School in San Pedro Ili, Alcala, Pangasinan was successful. The number of
participants based on their attendance was relatively good. The participation of participants
all throughout the training was at the highest level. The importance of preserving our
natural environment by means of using organic foliar and fertilizer such as IMO, FAA, FFJ
and FPJ were imparted to the participants . The participants planted varieties of vegetables
following the management aspects from production up to marketing. To assess the
capability and competency of the participants, enhancement training was conducted
followed by the NC Assessment on Organic Agriculture Production as course qualification.
With regards to this training, we recommend to continue this kind of program or project
for the benefits of people, student and the community and should be conducted in all the
schools nationwide.
Prepared by:
KENNEDY B. SADORRA
SCFS Trainer/Facilitator
JHS Teacher II
Noted:
JOVELITA P. AFICIAL, Ed. D.
Secondary Schools Principal IV