Soil Conservation
Lesson Plan for Farmer Leader Groups
Module 1
1
Soil Conservation
Table of Contents:
Understanding the Lesson Plan .................................................................... 2
Lesson 1: Soil Structure and Identification .................................................... 5
Lesson 2: Planting on a Contour to Reduce Soil Loss .................................... 13
Lesson 3: Hedge Rows to Prevent Soil Runoff .............................................. 22
Lesson 4: Plant Density to Increase Productivity .......................................... 31
Lesson 5: Intercropping for future planting seasons ..................................... 39
Lesson 6: Mulch to Increase Crop Productivity ............................................. 48
Lesson 7: Composting to Increase Organic Matter ........................................ 55
Lesson 8: Cover Crops to Protect the Soil .................................................... 65
Post-test ................................................................................................. 74
Understanding the Lesson Plan
Each lesson begins with objectives. These are behavior, knowledge, and belief
objectives. Reinforce each of these objectives during the lesson. There are four
types of objectives. Each objective is described below.
Our main goal is for farmers to adopt agricultural practices that lead to
increased productivity and better nutrition for their families. For this
reason, most objectives are behavioral objectives written as action
statements for each farmer.
A few objectives are knowledge objectives. We want farmers to be able
to name the measurements needed for planting seeds as well as be able
to explain benefits of specific practices.
Most lessons contain a belief objective. We know that beliefs and
attitudes affect our practices. Many times, a person’s inaccurate belief or
worldview hinders them from making a change in their farming practices.
In this module, we are reinforcing the principle of bounty. This is the
belief that the land was made to produce bounty and abundance. Farming
is not a closed system where one person’s gain causes the neighbor’s loss.
Agricultural practices can benefit each farmer and help him to reach the
abundance that the land and its seed were intended to bring.
Lesson 3 contains behavioral determinant objectives. Behavioral
determinants are reasons why people practice (or don’t practice) a
particular behavior. There are eight possible behavioral determinants as
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identified in the Barrier Analysis1 surveys done in each region. The survey
for Lesson 3 identified the most important determinants for planting in
rows. By reinforcing the reasons that helped the doers (farmers already
planting their crops in rows), we are able to encourage and change the
behavior of the non-doers (farmers who have not yet tried or haven’t
maintained planting in rows).
Under the objectives, the lesson materials are listed. The facilitator should
bring all of these materials to the lesson.
The first activity in each lesson is the attendance and troubleshooting
section. All facilitators will take attendance. The troubleshooting questions only
apply to facilitators training Leader Farmers. The facilitator follows up with any
difficulties that the Leader Farmers had teaching the previous lessons to their
farmer field groups.
Throughout the lesson, the ASPIRE method of participatory teaching is used.
This is a method developed for the MYAP health program. Each letter is ASPIRE
stands for a different action that the facilitator should follow. The descriptions
are listed below.
A stands for ASK. In the beginning of each lesson, the facilitator uses a
story or activity to ask the farmers about their current behavior. For
example in Lesson 1, small groups analyze a soil sample and use the
sharing time to give an assessment of the soil’s quality. This allows the
facilitator to hear about the farmers’ current knowledge and beliefs about
soil quality. The facilitator will know the parts of the lesson he should
emphasize based on inaccurate beliefs of the farmers, and which points he
can review briefly because of the farmers existing knowledge.
S stands for SHOW. In the middle of the lesson, the facilitator shares
information related to the topic of the lesson. This section contains
discussion questions, teaching points, and activities. Activities are “hands
on” exercises to help the participants understand and apply what they
have learned. Most of these activities require specific materials and
preparations.
P stands for PROBE. In the probe section, the facilitator asks about
obstacles that prevent the farmers from trying the new practices. They
discuss these obstacles in pairs.
I stands for INFORM. The facilitator informs the farmers of ways to
overcome their concerns. Together with the help of other farmers in the
field groups, the facilitator gives more information and a different
perspective to help the farmers overcome their doubts and concerns.
R stands for Request. E stands for Examine. In this module, these
two sections are under the title, “Discussing Commitments in Small
Groups.” Small groups of five farmers form an accountability group. At
1
See http://barrieranalysis.fhi.net for more information.
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the end of each lesson, the facilitator requests that each farmer makes a
commitment to begin practicing one of the new agricultural practices
discussed in the lesson. Each farmer makes his own commitment, based
on his own experience and desires. Each farmer will make his or her
verbal commitment to the others in their accountability group. The
farmers are not forced to make a commitment. If a farmer is not
convinced by the teaching, he may choose not to make a commitment. .
After each farmer makes a commitment, the accountability group will
examine the former commitments made by each farmer. Each farmer
reports on his or her commitment from the previous lesson. Were they
able to keep their commitment? Have they been practicing behaviors
they learned in the last lesson? The accountability group offers support
and encouragement to help each farmer maintain their commitments.
Throughout the teaching sections, additional information for the trainer is
included in text boxes. The additional information does not need to be discussed
during the lesson unless it directly relates to questions by the participants. This
box gives the facilitator further information to help him or her to teach the
material.
The Practice and Coaching section is required for the training of Leader
Farmers. We want to make sure that they understand the material and can
present it to others. In this activity, the facilitator will observe Leader Farmers
as they practice teaching in pairs. The facilitator will coach those who are
having difficulty and re-teach any material that is causing difficulty.
Lessons should not exceed two hours in length. However, some lessons may
take longer than others. The suggested time for each section is listed below.
Section name
Attendance and Troubleshooting
Ask
Share
Probe
Inform
Practice and Coaching
Request and Examine (Accountability
Groups)
Time needed for this section
5- 15 minutes
20 minutes
90 minutes
5 minutes
15 minutes
30 minutes
15 minutes
2 – 2¼ hours
Suggested Citation: Hanold, Mitzi J., Goff, Samuel N. (2010) Soil
Conservation. Washington DC. Food for the Hungry (FH), made possible through
support provided by the Office of Food for Peace, Bureau of Democracy, Conflict,
and Humanitarian Assistances, and the U.S. Agency for International
Development under the terms FFP-A-00-08-00072. The opinions expressed
herein are those of the authors and do not necessarily reflect the view of the
U.S. Agency for International Development. The illustration on the cover was
drawn by Octavio Gonzales.
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Lesson 1: Soil Structure and Identification
Objectives:
 Farmers will be able to identify the four things needed in healthy soilfor
healthy plants and high crop yields:
o Healthy soil has living bugs and insects and (worms, beetles, mites,
and termites, etc.) which help to add air, and food back into the soil.
o Healthy soil has decaying plant and animal materials (decayed roots
and plant parts, dead insects, and animal feces) turn into food for
plants.
o Healthy soil has pockets of air which allow rain to penetrate the soil
and room for roots to grow.
o Healthy soil contains water which feed plants and helps to increase
organic matter.

Farmers will be able to identify sand and clay by working the soil in their
hands.
o Clay is: smooth when dry and sticky or plastic-like when wet. You can
mold clay with your fingers; it does not crumble easily. Clay does not
hold many nutrients. Some clays can hold a lot of water. Clay is
compacted and water and air do not always reach the plants.
o Sand is: rough, gritty, and loose. It is hard to form sand into a ball. It
falls apart easily. It doesn’t hold many nutrients or water.
o Silt is: smooth, slick, partially gritty and sticky. Silt forms a ball that
crumbles easily.

Farmers will believe that their land is susceptible to soil infertility. Without
care and attention to soil quality, all soil loses nutrients and productivity
(increased perceived susceptibility).2
Farmers will take two soil samples from their fields and analyze the soil’s
structure and “health.”

Materials:
1. Attendance Registers
2. Three, one kilogram bags of soil from local fields in the area (see box below
for information on taking a soil sample).
a. One bag contains sandy soil
b. One bag contains soil with a lot of clay
c. One bag contains rich soil (the best soil that can be found – dark in
color, mix of sand and clay with rich organic matter.
3. A bucket of water
4. Place where participants can wash hands (Tippy Tap)3.
5. Shovel
2
Perceived susceptibility is a behavioral determinant in barrier analysis. For more information,
visit www.varrieranalysis.com.
3
Tippy Taps are hanging hand washing stations that are developed by households participating in
Leader Mother health care groups. If Tippy Taps are not available, water basins can be used.
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Before class begins:
Collect three, one kilo bags of soil.
Materials needed: three plastic bags and a shovel (or other digging tools)
1. Dig a V-shaped hole, as deep as the shovel head.
2. Cut a 10 cm. thick slice of undisturbed soil at one side of the V.
3. Remove the side of the slice so that you keep only the middle portion of the
sample.
4. Remove any large bits of stone and organic matters (e.g., twigs, leaves,
roots, etc.).
5. Put your sample into the plastic bag.
6. Select soil samples from fields that are VERY different from one another. For
example, take one sample of soil from very overworked, poor soil and another
from fertile ground that has never been farmed. Select one sandy sample, one
sample with heavy clay, one same with rich soil (dark soil with rich organic
matter). 4
Attendance and Troubleshooting ─ 15 minutes
1. Fill out the attendance register of those who are present, and for each trainer
of farmer field groups.
Troubleshooting: Only for trainers who teach other farmer field groups:
2. Ask each trainer about problems that they had at their last meeting.
3. Help the trainers solve problems that they mention.
4. Thank each trainer for their work and encourage them to continue.
Story: The Farmer Sowing His Seed─20 minutes
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Activity adapted from the following FAO resource: FARM Programme. Farmer Field School on
Integrated Soil Management. Facilitator’s manual and Reference Guide, 1998.
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Tell the following story. The story is adapted from Luke 8: 5-8. Use the story
and discussion questions to find out the farmer’s current beliefs and practices
related to today’s lesson.
A farmer went out to sow his seed. He scattered the seed; some fell along the
path; men walked on the seed, and the birds of the air ate it up. Some fell on
rocky soil. When it sprouted, the plants withered because they had no moisture.
Other seed fell among thorns. This seed sprouted, but the thorns choked the
plant so that it died. Still other seed fell on good soil. It came up and yielded a
crop, a hundred times more than was sown.
?
What can we learn from this story?
Add any of the following points that the farmers do not mention:
 The soil is not the same across the land; a farmer can choose where to sow
and how to sow his seeds.
 The environment (birds and weeds) destroy some of the seeds.
 The place where the farmer plants the seed affects the seeds growth.
 A careless farmer (one who throws his seed in the wrong place) can destroy
the potential of his seeds.
 If the farmer planted all of the seed in the good soil, he could have brought
forth a large crop.
?
How would the story have changed if the farmer planted ALL of his seeds in
the good soil?
?
How does your farming practice differ from the farmer? How is it the same?
Summarize:
Every time a farmer sows his crops, he is making a choice. If he scatters his
seed without too much thought, many of the seeds will die and not. Today’s
lesson will focus on the “good soil.” We want to be farmers who focus on
planting in the good soil to yields a crop, a hundred times more than was sown!
Share: Soil Identification─90 minutes
Small Group Activity: Analyzing Soil
1. Split the participants into three small groups.
2. Give each group one bag of soil.
1. Each group must work the soil in their hands and discuss its fertility within
the small group for five minutes:
a. Feel the soil with your hands. Does it feel gritty, smooth, or sticky?
b. Add water to the soil, is it shiny or dull? How does it look?
c. Can you roll it into a noodle and bend it to form a circle?
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d.
e.
f.
g.
Does it crack? Is it brittle or loose?
Is there anything living in the soil (insects, worms, etc.)?
How does it smell?
Is this good soil? Will this soil yield a large crop?
2. After five minutes, the group will move to the next bag of soil and discuss it.
After 15 minutes, each group will have worked each of the three bags of soils
in their hands and talked about the soil’s fertility within their small group.
3. Bring all the participants back together for a group discussion. Find out what
the famers know already about soil structure. Let people from each group
respond.
h. Which soil is the most fertile? Why?
i. What is soil made of? What are the different parts that make up
soil?
j. What are the different types of soils?
4. After participants have shared and discussed their beliefs about soil, review
the following points. Use the bags of soil to point out each principle.
Soil Types and Soil Structure
Sandy Soils(hold the sandy soil in your hand):
 Sandy soils feel loose and gritty.
 It won’t mold in your hands. It falls apart when rubbed between your
fingers.
 Because of this structure, it doesn’t hold water or nutrients. The soil
becomes dry very quickly. Most plants struggle to survive and produce well in
sand.
 Sandy soils are loose, so air can get to the plant. Roots can easily grow and
stretch in sand.
 Rain tends to run off the soil. Rain causes erosion, taking nutrients from the
top soil.
Red Clay Soils (hold the red clay soil in your hand):
 Clay is smooth when dry and sticky, like plastic when wet.
 It is easy to mold clay, but is brittle.
 Roots, water, and air can get into the soil, but water and nutrients do not
stay in the soil.
 Rain makes the surface muddy, and runs off the soil. The rain takes away
nutrients from the soil and carries them away.
Loamy soils (hold the fertile soil in your hand):
 Loamy soils have an even mix of clay and sand.
 The mix of sand and clay is silt. Silt feels smooth, gritty, and sticky.
 When wet it feels smooth, but not sticky like clay.
 It is easy to form into a ball, but crumbles easily.
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


It also allows plant to move freely and grow like sand.
Rain is able to penetrate the soil and reach the roots.
Loamy soils are best for plant growth.
Rich soil must have these four things to help plants grow well:
 Air: to allow roots to grow
 Water: to feed the plants. Rich soil has pockets that hold water to supply the
plant during times of drought.
 Living insects, beetles and worms: These creatures burrow into the soil
allowing air and water to reach the plants. They also digest soil leaving feces
that helps add food to the soil.
 Decomposing plant and animal materials:
?
How do decomposing plant and animals help the soil?
Add any of the following points that the farmers do not mention:
 Old leaves, animal feces, dead insects, and old roots break down in the soil.
They add nutrients and food to the soil.
 The more food in the soil, the darker the soil. Plants in dark soil are much
larger, healthier and produce bigger yields than light colored soil.
 We call this decaying plant and animal material organic matter.
 Adding organic matter can improve our soil’s ability to hold water and food
for the plants.
 Soil with lots of organic matter holds more moisture. Plants are less likely to
suffer during drought.
 The more organic matter your soil has, the better your crops will grow.
?
Which of the soil samples had the most organic matter? How do you know?
(Some decaying matter could be seen and the soil was moist and dark in
color).
?
Which of the soil samples is best for crop production? (The soil with high
organic matter).
?
Will the field where this soil was taken always be more fertile than the other
soils?
Add any of the following points the farmers do not mention:
 No. Rain can carry away the organic matter from the soil.
 Fire can burn off the organic matter from the soil.
 Wind can take away organic matter from the soil.
 Farming the same crop every year can reduce organic matter.
Summarize:
 All soil has good and bad qualities. Few soils are found in nature with the
perfect fertility.
 As farmers, we can learn new practices to increase soil health. These
practices will also give us better crops.
 We need to work to increase our soil’s health every year, during every
planting season and between crops.
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
Over the next few weeks, we will learn practices to maintain soil health.
Demonstration: Taking a Soil Sample
Show the participants how to take a soil sample. Use the instructions at the
beginning of the lesson and a shovel to show them. Ask one or two participants
to demonstrate taking a soil sample.
Additional Information for the Trainer
Soil Nutrients
 When the soil has a poor balance of nutrients, the plants show visible signs of
weakness. Soil health will influence the color of the plant, the size of the
stalk and size of the leaves, the amount of fruit, seeds, and flowers produced.
Soil Content in DRC
 Moba’s soil is sandy (arenosis). Kalemie's soil has a higher clay concentration
(ferralsols), especially along the Axis Tabac.
 Normally clays are able to retain nutrients. However, the red, reddishyellow, and yellow clays have a special structure that holds very little
nutrients or water.
Organic Matter
 Most soils contain 2-10% organic matter. Even in small amounts, organic
matter is important to soil and crop health.
 Many common practices such as plowing, tillage, and vegetation burning
quickly reduce soil’s organic matter. They leave the soils susceptible to wind
and water erosion.
 To increase quality and crop production, farmers must maximize the
retention and recycling of organic matter and plant nutrients and minimize
losses from leaching, runoff, and erosion.
 By combining reduced tillage, crop cover, crop rotations, and other
conservation practices, organic matter and soil health can be increased
greatly enhancing crop quality and abundance.
Burning Crops
 Burning destroys the organic matter in the soil and kills insects and worms.
 At first, burning appears to help plant growth. Burning increases potassium
in the soil stimulating seed germination.
 However, the loss of nutrients, living and dead matter has severe long term
consequences reducing crop yields and production.
Practice and Coaching ─ 30 minutes
For Training of Trainers only:
1. Ask each participant to pair up with the person sitting next to him or her.
Each participant will use the lesson plan to teach the first half of the lesson
to his partner. The participants should repeat the lesson exactly as they
heard it.
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2. The person listening should ask questions and pretend that he is a new
learner.
3. The facilitator will visit each pair. He or she listens to each pair, coaching
and correcting those who need help or have forgotten important parts of the
lesson.
4. After ten minutes, ask the trainers to switch roles. The one listening will now
teach the remaining half of the lesson to his partner.
5. When everyone has completed teaching, answer questions that the trainers
have about today’s lesson.
Probe─ 5 minutes
?
Do you believe the things we have discussed today? Do you believe that soil
quality can affect the quality and yield of your crop?
Ask the farmers to talk with the person sitting next to them for five minutes.
They should share any questions that they have about this belief. If they don’t
believe that soil quality is important they should share these concerns with the
person next to them. Together they should try to find solution to these concerns
or questions.
Inform ─ 15 minutes
Ask the farmers to share concerns that they could not solve with their partner.
Discuss these concerns with the large group. Work with the farmers to
overcome their doubts and fears. Encourage those who are unsure to try to the
practice.
Possible concerns:
 Some farmers may think that the seed quality is more important, or rainfall is
more important than soil quality. Explain that each of these things is
important. However, we must focus on things that the farmer can control. A
farmer cannot control the rain, or the quality of the seed. However, a farmer
can use his mind to identify good soil and to help add nutrients back into soil
that is poor. We are focusing on the things that the farmer can change.
Request New Commitments─15 minutes
Get commitment from the farmers that they will take a close look at the soil in
their field before the next meeting. Each farmer will choose someone else inthe
group to work with. The pair will each analyze two soil samples in their own
fields. They should look at soil that from parts of the field where plants appear
to be the strongest and parts of the filed where plants appear to be the weakest.
They should answer the following questions.
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1. Is some soil more fertile than other soil in my field, why?
2. Is my soil more sandy, or clayey?
3. Which of the following are missing from my soil (air, water, living animals,
decomposing plant and animal materials)?
4. What are the things that make my soil less healthy? Rain, wind, insects,
farming practices?
The farmers will share what they have found at the next meeting.
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Lesson 2: Planting on a Contour to Reduce Soil Loss
Objectives:
 Farmers will discuss the soil analysis that they did with their partner in the
last two weeks. They will share their beliefs about the practices and weather
patterns that decrease the quality of their soil.
 Farmers will be able to identify how poor farming practices can decrease soil
quality and crop production.
o Burning fields: Kills all plants, bushes, and trees that hold the soil in
place. Burning kills the organic matter is the soil, lowering the ability
of the soil to hold and absorb water. This increases the amount of soil
carried away by the rain.
o Deforestation: Taking down all of the trees for fuel. The trees help to
hold the soil in place. This increases the amount of soil carried away
by the rain, and decreases the soil’s organic matter.
1. Vertical Rows: Planting in vertical rows down a slope increases the amount of
organic matter that is carried away by the rains.
 Farmers will be able to build an A-Frame to mark contours on a slope. Aframes make an even line around a hillside so that rows can be planted that
do not increase soil erosion.
 Before planting, farmers will measure the contour of their land in preparation
for adding barriers (hedge rows, trenches, terraces, grass strips, or plants to
help retain the soil and increase crop productivity).
o Contour rows reduce erosion (loss of organic matter and fresh soil with
heavy rains).
o Contour rows help to hold rain water and moisture so that it soaks into
the soil.
o Contour rows increase plant health and productivity.

Farmers will believe that they are to be fruitful and produce bounty from the
land (bounty principle).
Materials:
 Materials to build an A-Frame:
1. Two straight poles, about 2 meters long
2. 1 straight pole 1 meter long
3. A small rock or bottle
4. A pen, pencil or sharp rock
5. Some string or reeds that can be used to tie poles together.
 Stakes or large rocks to mark the contour lines.
 Pilot field where contour rows have not yet been marked. If the field is
already marked, ask a farmer who has not yet planted if you can mark out
rows on his land. You may decide to meet at his farm for the training.
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Attendance and Troubleshooting ─ 15 minutes
Fill out the attendance register of those who are present, and for each trainer of
farmer field groups.
Troubleshooting: Only for trainers who teach other farmer field groups:
1. Ask each trainer about problems that they had at their last meeting.
2. Help the trainers solve problems that they mention.
3. Thank each trainer for their work and encourage them to continue.
Review of Homework
Ask each farmer pair to share what they discovered when analyzing the soil in
their fields. They should answer the following questions:
1. Is some soil more fertile than other soil in my field, why?
2. Is my soil more sandy, or clayey?
3. Which of the following are missing from my soil (air, water, living insects,
decomposing plant and animal materials)?
4. What are the things that deplete the quality of my soil? Rain, wind, insects,
farming practices?
Find out what the famers know already about practices that increase and
decrease soil nutrients. Reinforce that rain, wind, insects and poor farming
practices affect the land. Fields may vary in their fertility. Farmers must take
action to maintain the quality of their soil.
Ask: Story of the angry farmer ─20 minutes
Tell the following story – adapt it as
necessary to reflect local customs.
Use the story and discussion
questions to discuss farming
practices that decrease productivity.
There was a farmer whose name was
David. Each rainy season, David
scattered the seed. His crops
suffered and produced little. Every
year he burned the land. Each year
his land becomes rockier and more
difficult to plow. Deep furrows ran
down the hillside making small rivers
when it rained.
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David blamed the poor crop production on the wind. The wind blew away the
soil. He blamed his poor crops on the rain. The rain swept his plants down the
hillside. He blamed his poor crops on the sun that dried up the soil. Most days,
he sat by the side of his field and grumbled.
One day a wise man came and sat beside him. The wise man told him to look
at the fields around him. They too had the same rain, wind, and sun as he did.
Their fields however, produced crops in abundance. You are blaming everyone
else for your poor crops. Maybe you destroyed the land.
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David did not like this advice, but he looked around. There were many fields on
the same hill. The farmers working the land around his field had plentiful
produce and healthy crops. Their land was not rocky, but had dark soil and lush
crops.
Discuss the following questions:
?
?
What was wrong with David’s land?
?
What did David do wrong?
Did the others planting on the hillside around David suffer the same
problems?
Let several participants give their opinions. Listen to their responses.
Encourage discussion. Reinforce the following points:





?
?
?
David cleared the land of all of its trees and bushes. He burned his land each
year, no trees or bushes held the soil together.
The burnt field couldn’t hold water. It had no organic matter. [Remember
organic matter holds water and helps the soil to stick together.] David’s soil
was loose. It blew across his land to his neighbor’s field.
David scattered his seeds. When it rained, the plants washed down the hill.
David’s land was rocky. All of the good soil washed into his neighbor’s land.
All that remained on his land was rocky soil.
His poor decisions had “cursed” the land. His neighbors practices good
farming practices that produce plentiful crops. David did not.
How could David change his practices to save his land?
Do you have similar struggles that David has?
Do you believe that the land in DRC can produce abundant yields? Do you
believe that your land has the ability to produce abundant yields?
God designed the seed and the soil to bring abundance. In Genesis, it says that
God brought forth vegetation from the earth, He allowed the earth to sprout
plants yielding seeds, and fruit trees bearing fruit with seed in them. He
5
Illustration adapted from Contour Farming for Cropland in the Pacific. United States Department
of Agriculture.Illustrator: N. Hulbirt. Available: www.pb.nrcs.usda.gov.
15
designed the trees and seeds to bring abundance. Even the smallest seed when
planted can produce a huge tree bearing fruit and providing shade. We must
learn to use practices that help to bring out the abundance that God placed
inside each living thing.
Let several participants give their opinions. Listen to their responses.
Encourage discussion. Reinforce positive responses that the farmers mention.
Use their responses to introduce discussion of contour farming.
Additional information for the trainer:
Sandy Soils
 Sandy soils are very sensitive to erosion. They need plants with deep roots
to prevent runoff. Reddish clay soils retain little water and become very
muddy with heavy rainfall, allowing the top soil to mix with rain and wash
away.
 Organic matter helps to bind soil together. The better the soil sticks
together, the less easily erosion will happen. Organic matter also helps to
absorb water. The more water that is absorbed, the less water will run off
and cause erosion.6
Share: Planting on a Contour: 90 minutes
Discussion: Planting on the Contour with Barriers
Today, we are going to discuss one practice that would help David to recover his
land. David has to stop his soil from washing down the hill. He needs to put
barriers on the side of the hill to hold back the water and soil.



?
These barriers will also slow the speed of the rain as it washes down the hill.
These barriers must be horizontal – or across like the horizon. If the barriers
are not horizontal, like the horizon, the rain will wash down the barriers and
continue to take away the soil.
He can use a thick hedge row of plants as a barrier or a row of stones. He
could dig ridges along the horizon to help hold back the soil.
What else could he use to hold back the soil and water?
Let several participants give their opinions. Reinforce positive responses that the
farmers mention.
Today we will focus on measuring contours along the field. These lines are what
you will use to form barriers.
6
Kuypers, H., Mollema, A., and Topper, E.Erosion control in the tropicsAgrodok 11.Wageningen:
AgromisaFaoundation, 2004.
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Additional Information for the Trainer
Slope
 Contour farming works best on land that is not steeper than 10% and longer
than 100m. For land steeper than 10%, strip farming in addition to other soil
conservation measures are recommended.
Barriers
 Anything that makes the soil more level, or that divides a slope into shorter
lengths, will reduce run-off speed. Slower moving water causes less erosion
- it also has more time to soak into the soil.
 In areas with heavy storms, build strong barriers and create controlled
waterways to channel excess water to safety.
 Soil erosion can be reduced by both soil cover methods and barrier methods.
Several of these methods will be discussed in this module.
 Cover methods include: cover crops, green manure, intercropping, early
planting, crop residues, agro-forestry, and low tillage.
 Barrier methods include: contour grass strips, contour hedges and trees,
contour plowing, contour ridges and ditches, contour crop planting and
terracing.7
Measuring on the Contour with an A-Frame
Explain:
 We cannot easily look at a field and know where the rows should go.
 We need a tool that will help us to make straight lines along the side of the
hillside.
 The tool we will be using today is an A-Frame. Using this tool, a farmer can
easily mark a line through his field and identify how many barriers are
needed.
Show the materials needed to build an A-Frame. Demonstrate how to build the
A – frame in front of the others.8
1. Tie the two poles together at the top with reeds or string.
2. Tie the smaller pole halfway down the two poles, making an
“A.” Tie the poles very tight so that they do not move.
3. Tie the bottle (or rock) to the end of a string. Tie the other
end of the string to the top of the A, so that the bottle
swings freely just below the crosspiece.
4. Stand the A-Frame on a flat piece of land. Put two small
sticks in the ground, one next to each leg. Hold the A7
Carter, Mike. How Soil Erosion Happens. Tear Fund
http://tilz.tearfund.org/Publications/Footsteps+1120/Footsteps+15/How+soil+erosion+happens.htm
8
Illustration and guidance adapted from REAP Teaching Leaflet #24. “Using an ‘A;’ Frame to Mark
Contour Lines. Available: http://reap-eastafrica.org/reap/?p=18
17
Frame still. When the bottle stops swinging, mark the place where the
string touches the cross bar.
5. Leave the two sticks in the ground. Pick up the A-Frame and turn it around
so the left leg now touches the stick where the right leg was before. Hold
the A-Frame still. When the bottle stops swinging, mark the place where the
string touches the cross bar.
6. Now compare the two marks on both sides of the cross bar.
The two marks are probably not in the same place, so
make another LARGE mark exactly halfway between them.
This is the LEVEL MARK. Mark it on both sides of the cross
bar. When the frame is placed on level ground, the string
will hang against the level mark.
Activity: Marking the Land
Demonstrate on a slope of unfarmed land, how to use the A-Frame while
explaining the process. Bring at least 30 stones or small sticks to use as
markers.
Explain:
 The A-frame helps you to find a level line across the side of a hill.
 The LEVEL MARK helps the farmer to know where to place the barriers.
1. Go to the highest place on the field. Begin the first contour row between 10
– 20 meters down from the highest point of the filed. For steep slopes,
begin the first contour row at 10 meters. For moderate slopes, begin the
first contour row at 15 meters. For easy going slopes, start the contour row
at 20 meters from the highest point.
2. Go to the field’s edge closest to this point. Push a stick into the ground.
Place one leg of the A-Frame in front of the stick, so that it is resting against
the stick. Now move the other leg, rotating the frame until the string stops
and touches the level mark on the cross bar. Place a second stick behind
the second leg of the frame.
3. Pick up the frame and move it so that the left leg of the frame is in front of
the second stick. Move the right leg, rotating the frame until the string
stops and touches the level mark on the cross
bar. Place a new stick behind the second leg.
4. Continue across the field like this, leaving a line
of sticks to mark the contour. If one leg of the
A-Frame falls into a small hole, it will not
measure well. Fill the hole with a little soil and
measure it again.
5. When you have finished marking across the
field, you may see sharp bends in the contour
line. You want the line to be sloping and smooth. Adjust a few of the sticks
that stick out so you have a smooth line.
18
9
1. The steeper the slope, the more contour barriers are needed to prevent
erosion. In order to know where to make the next line, follow this simple
guide.
a. Stand straight with one arm outstretched level in front. Walk
backwards down the slope on your field, looking at your
outstretched hand.
b. Continue walking until the previous contour can be seen at the end
of your hand. (Make sure your arm is still level). Begin the next
contour row where you are now standing. 10
2. The rows marked on the field will be places where barriers need to be placed
to reduce erosion. As we mentioned already barriers can be stones, rocks, or
plants.
3. At our next meeting, we will discuss planting along the contour. In two
weeks, we will replace all of these sticks with living hedges as barriers. We
will leave these markings on the field and continue discussing planting and
hedges at the next two meetings.
Barriers
 Clay soil will not absorb water easily, so barriers should be a little closer
together. If the soil is sandy or has a lot of organic matter, it will absorb
water easily and barriers can be farther apart (Hesperian)
9
Picture source: Loedeman, Jan H..Simple Construction Surveying for Rural Applications.Agrodok
6.Wageningen: Agromisa foundation, 2005.
10
Carter, Isabel. Contour Lines.Footsteps 15. Tear Fund. (2005) Available:
http://tilz.tearfund.org/Publications/Footsteps+11-20/Footsteps+15/Contour+Lines.htm
19
Practice and Coaching ─ 30 minutes
For Training of Trainers only:
1. Ask each participant to pair up with the person sitting next to him or her.
Each participant will use the lesson plan to teach the first half of the lesson to
his partner. The participants should repeat the lesson exactly as they heard
it.
2. The person listening should ask questions and pretend that he is a new
learner.
3. The facilitator will visit each pair. He or she listens to each pair, coaching
and correcting those who need help or have forgotten important parts of the
lesson.
4. After ten minutes, ask the trainers to switch roles. The one listening will now
teach the remaining half of the lesson to his partner.
5. When everyone has completed teaching, answer questions that the trainers
have about today’s lesson.
Probe─5 minutes
?
Do you believe that erosion is a problem in your field? Do you think planting
on the contour will help to reduce the loss of soil and organic materials on
your land?
Ask the farmers to talk with the person sitting next to them for five minutes.
They should share any questions that they have about this practice. If they
don’t believe that erosion is a problem, they should discuss these beliefs with
the person next to them. Together they should try to find solution to these
concerns or questions.
Inform─ 15 minutes
Ask the farmers to share concerns that they could not solve with their partner.
Discuss these concerns with the large group. Work with the farmers to
overcome their doubts and fears. Encourage those who are unsure to try to the
practice.
Discussing Commitments in Small Groups─15 minutes
Split the participants into groups of five. It might be best to put farmers who
live near each other together – or ask the farmers to form their own groups.
These groups will serve as accountability groups for the farmers.
Explain:
20
In order for us to try new practices, we need to encourage one another. At the
end of each meeting, you will meet with this small group and do two things:
1. Make a verbal commitment of something new you will do in the next two
weeks based on this lesson. Each farmer makes his own verbal commitment
in front of the others. He can choose the practice that is most relevant to
him or her.
 For example, one farmer may say, “I will commit to looking for signs of
erosion on my field tomorrow morning.”
 Another farmer may say, “I will commit to building an A-Frame with my
son the day after market.”
 Another farmer might say, “I commit to measuring the contours on my
land in the next two weeks.”
2. After each farmer in the small group makes a commitment, each farmer will
then give a report on his commitment from the last meeting.
 For example, one farmer might say, “At the last meeting I committed to
take a soil sample, and analyze it. I analyzed it right after our meeting. I
found my soil was not as healthy as I thought it was.”
 Another farmer might say, “I committed to take a soil sample, but I
forgot. I will do it today after I leave this meeting.”
3. The group should encourage those who have had trouble keeping their
commitments and suggest that they try it again.
Ask a volunteer to repeat what each group should do. When everyone
understands, let the groups work together for the remaining time.
The facilitator will walk around and visit each group, helping farmers to make
commitments and helping the group to follow-up on previous commitments
made by the facilitator.
21
Lesson 3: Hedge Rows to Prevent Soil Runoff
Objectives:
 Farmers will be able to identify at least two plants that can be used as
hedgerows.
o Vetiver grass is the most effective hedge row. It has deep roots that
pull water from below the level of moisture used to feed crops such as
maize, cassava and groundnuts. It does not spread and is resistant to
disease.
o Elephant grass (Napier grass) is also effective. It will grow up to 3
meters high and serves as a wind break. It is resistant to drought and
can grow at altitudes of up to 2,400 meters. It is invasive and spreads
easily on the land.

Farmers will plant slips (small clumps of grass) along the contour to prevent
runoff of nutrients and topsoil.
o Farmers will dig up healthy grasses (Vetiver and Napier) with dark
green leaves and free from pest damage.
o Farmers will divide the healthy grass into slips for planting.
o The slips will be planted in a single row with 10-15 centimeters
between each plant along the contour rows on the land.

Farmers will be able to give at least two benefits of planting hedge rows:
o Hedge rows slow the rain washing down the field. This reduces runoff
of soil.
o Hedgerows help to retain water on the field, to increase the absorption
of water and soil moisture.
o Hedge rows help to increase crop productivity by adding organic
matter back into the soil.
o Hedge rows provide mulch, and compost to add back nutrients into the
soil later in the year.
o Hedge rows can be trimmed every two weeks to provide fodder for
livestock.

Farmers will believe that they are to be fruitful and produce bounty from the
land that has been given to them (bounty principle).
Materials:
1. A healthy clump of Vetiver grass or elephant grass which will be divided into
slips during the training.
2. Test field with the main crop already planted and empty contour rows ready
for grass hedges.
3. Machetes to cut the grass and shovels and hoes for each accountability
group.
4. Attendance Registers
22
Attendance and Troubleshooting ─ 15 minutes

Fill out the attendance register of those who are present, and for each
trainer of farmer field groups.
Troubleshooting: Only for trainers who teach other farmer field groups:
 Ask each trainer about problems that they had at their last meeting.
 Help the trainers solve problems that they mention.
 Thank each trainer for their work and encourage them to continue.
Ask ─ 15 minutes
Tell the following story – adapt it as necessary to reflect local customs. Use the
story and discussion questions to find out the farmer’s current beliefs and
practices related to today’s lesson.
David learned from the wise farmer that he should plant in arcs (or on a
contour) around the side of his hill. With the farmer’s help he made an A-frame
and measured contour lines along the hillside. However, when the rain began to
fall, David began to grumble. How can these lines save soil on my land? Even if
I plow along the contour, the rain still washes away my soil. I don’t understand
how this makes any difference at all.
?
?
?
What is the purpose of the contour lines?
How will they protect the land?
How many of you have prepared contour lines? How will you use these lines?
Find out what the famers know already about planting hedgerows. Encourage
discussion. Let at least five or more people give an opinion. This is the time for
you (the facilitator) to learn what the farmers already know. Listen for false
beliefs that need to be corrected during the lesson.
Additional Notes for the Trainer:
 We hope the farmers respond to the questions in this way:
 Contour rows guide the farmer as he plants in rows. The farmer then adds
barriers on these lines to help retain and enrich the soil.
 The barriers will physically hold back the soil and slow the water as it runs
down the field. Quick running water takes a lot of soil with it. If the water
slows down, some of it can soak into the ground. It will take less water with
it as it flows down the hill.
 David needs to add a barrier on the contour. This could be a live barrier
(trees, shrubs, or hedges) or an earth barrier (ridges, ditches or trenches).
23
Share: Barriers and Hedgerows─90 minutes
Types of Barriers
Add any of the following practices that were not mentioned in the discussion
above.
 Ridges and ditches slow the water runoff.
 Terraces reduce the speed of the water and help it to soak in the ground. To
build a terrace, the farmer levels the land making flat surfaces then a ledge
and another flat surface, stair stepping down the hill.
?
How much labor do these practices require? (These practices require a lot of
labor and are quite difficult using local tools).
?
Would a living hedge (tree, plant or shrub) require less labor? Why?
Explain:





Planting a living hedge requires labor at the start, but it does not require the
moving of a lot of soil, intense digging or leveling.
Once the living hedge is planted, it builds a natural
terrace on the uphill side of the grass.
When muddy waters meet the living hedge, the water
slows down and spreads out.
The rainwater passes through the hedge, leaving
behind the soil that it is carrying.11
A natural terrace if formed with this soil.
Additional Information for the Facilitator:
 If you are teaching in an area where grass hedges are
present, visit a field to show how the grass has
formed a natural terrace.




?
Living hedges do not need to be watered, or fertilized.
The hedge will thicken and grow holding back more
and more soil each month. It will be full grown after
two or three years.
The living hedges can also be used as mulch, compost of fodder for animal.
We are promoting grass hedges because they have multiple uses and provide
a full barrier along the contour of the land.
Does anyone have grass hedges on their land? How have these hedges
improved your crops?
11
Vetiver guidance from Greenfield, John, Grimshaw, R.G. Vetiver Grass - A Hedge Against
Erosion. Washington, World Bank, 1993
24
Summary: As we care for the land, protecting the soil and helping to nurture it,
we can begin to see an increase in the abundance of the land. Remember, the
land and its seed were created for abundance. It is our job to use practices that
help to unlock that abundance.
Types of Grasses




Vetiver grass is the most effective hedge grass.
It has deep roots that pull water from deep beneath the ground (up to three
meters) so nutrients are not taken from main crops on the land.
The roots at full growth only have a width of 50 centimeters.
It does go to seed (not invasive)and is resistant to disease.
?
Would you be willing to give up one or more rows of your land if you knew
the soil would hold more water and contain more nutrients?
?
Would you be willing to give up one or more rows of your land if you knew
your crops would be higher quality and get a better price at the market?
?
Would you be willing to give up one or more rows of your land if you knew
your land would grow healthier foods for your family?



Elephant grass (Napier grass) is also effective.
It grows up to 3 meters high.
It is a good wind break. If your land receives large gusts of wind that take
away the soil, plant a row of elephant grass to prevent high winds.
This tall grass shades your crops and lowers the temperature of the soil.
It is resistant to drought and can grow at altitudes of up to 2,400 meters.
You will need to prune the grass so that it does not spread on your land.



Summary: By giving up a small strip of land, you will gain increased crop
quality and productivity. It requires some labor, but it will enrich your soil and
also provide other products needed to feed your animals and protect your crops.
Harvesting Grasses
Explain the following while demonstrating in front of the group.


Vetiver grass must be planted with small clumps (slips) of living grass.
They rarely flower, and if they do, the seed is sterile.
1. Dig up a healthy clump of grass with a shovel. Dig at least foot length down
(24 cm)12 so that the roots can be brought up with the grass.
12
The average length of a man’s hand (from the palm to fingertips) is 189 mm (or 19 cm). The
average length of a woman’s hand is 172mm (17 cm). The average foot length (for Europeans) is
estimated to be 24 cm. For this module, we will use hand and foot measurements as often as
possible to help farmers without measuring tools.
25
1. Separate the grass into small slips, pulling a handful of the grass, roots and
all from the clump. These slips will be used as starter plants.
2. Cut the leaves off one hand’s length from the base (15-20 cm), and the roots
about a ½ hand’s length from the base (10 centimeters). This will help the
plant to survive without drying out too early.
3. Plant the grass at the beginning of the wet season so they benefit from the
rains.
Planting Grasses on the Contour
Explain while demonstrating with a starter plant.
1. Make a hole deep enough to fit the roots of the plant.
2. Push the slip into the hole. Try not to bend the roots upward.
3. Firm the slip with soil.
4. Plant the slips a hand’s length apart (10-15 cm) from each other. Plant them
in a single row on the line that you marked for the contour. The grasses will fill
in the space as they grow.
13
5. Continue to dig up grass and add it to your contour rows as needed.
6. If you run out of one grass, use another type of grass to complete all of the
rows on your land. The steeper the hillside, the more rows that you need.
7. If you do not have enough grass, use another type of barrier until your own
grass grows and can be harvested for future row.
8. Maintaining the hedge:
a. If some slips die, remove them. Divide some of the large plants or
those that are doing well, to fill in for plants that have died.
b. If there is a break in the hedge (water overcomes the plants or
some plants die), repair the gap right away with another type of
barrier or adding stones to fill the gap until the hedges grow to full
size.
13
Vetiver guidance from Greenfield, John, Grimshaw, R.G. Vetiver Grass - A Hedge Against
Erosion. Washington, World Bank, 1993.
26
?
Where can you find grasses for your own land? Are there grasses growing in
the wild that you can harvest to protect your soil? Where are they?
Discuss with the farmers places where grasses can be harvested for hedgerows.
Additional Information for the Trainer:
Vetiver Slips
 When grass slips are planted 10-15 cm apart, interplant erosion is not a
problem. The roots join together in the first year to form a barrier
underground.
 Stones or other natural barriers can be added to help slow water on the
surface of the field for the first six months of the plant’s growth if desired.
Field Practice: Planting Hedge Rows
1. Break the farmers into their accountability groups.
a. Farmer groups will either harvest grasses together and split them
into slips or
b. Plant the harvested grasses into the pilot field where the main crop
has already been planted. Hedge rows will be placed along the
empty contour rows of the field.
2. Make sure that the plants are spaced properly with ½ hand’s length (10-15
centimeters) between each starter plant.
3. Make sure the farmers are cutting the plants appropriately and planting them
without bending the roots upward.
4. Watch the farmers. Coach those who are not dividing or planting according
to the correct measurements.
5. Answer questions as needed.
Additional Information for the Trainer:
Other uses for Vetiver
 In India, farmers trim their hedges every two weeks throughout the year to
feed the young leaves to their livestock. Young leaves are tender. Older
leaves contain too much oil to be eaten, but are best used for compost.14
 Vetiver can be used as thatch for roofs of houses, sheds, and shelters. It
makes good bedding for livestock because it soaks up the urine and stays dry
longer.
 The grass can be woven into baskets, and the leaf midribs and flower stems
make excellent brooms.
14
Vetiver guidance from Greenfield, John, Grimshaw, R.G. Vetiver Grass - A Hedge Against
Erosion. Washington, World Bank, 1993.
27

When the hedgerows are cut back, this will not reduce the effectiveness of
the hedgerows to control flooding and erosion. Trimming the hedges does
not affect the roots.
Vetiver Grass
 Vetiver will grow under almost any soil and climate conditions; it can
withstand drought, fire, overgrazing, complete submergence for months,
infertile soils, pests and diseases, and it is tolerant to extremely high levels of
toxins, heavy metals, nitrates and phosphates.
 The Vetiver grass contains a strong smelling oil that makes the grass
unappealing to rodents and other pests. Indian farmer report that is also
keep rats from nesting in the area.
Productivity
 A study in China showed that tea crops planted behind Vetiver hedges
produced a 40% increase in crop yield.15
 On 6% slopes in Nigeria, results of trials over a three year period using
Vetiver strips showed soil physical and chemical conditions improved for a
distance of 20 meters above the Vetiver strips.16
 Crop yields increased 11-26% for cowpea and 50% for maize under Vetiver
management. Soil loss and runoff water at the end of 20 meters runoff plots
were 70% and 130% higher respectively in non-Vetiver plots than Vetiver
plot.17
 For more information about Vetiver and its uses, watch the video on the
following webpage:
http://www.vetiver.org/g/soil_erosion.htm#ethiopiaerosion
Probe ─5 minutes
?
Do you believe the things we have discussed today? Do you believe that
grass hedges will stop erosion and increase the quality of your crops?
Ask the farmers to talk with the person sitting next to them for five minutes.
They should share any questions that they have about this practice. If they
don’t believe that hedgerows work to conserve soil and water, they should share
these concerns. Together they should try to find solution to these concerns or
questions.
15
Ding Guan Min. Soil and Water Conservation Bureau, Fujian Province, China. inThe Vetiver Network
Newsletter, No. 18. December 1997. Home page: http://www.vetiver.com
16
Babalola, O.S.C. Jimba, O. Maduako and A.O. Dada 2003. Use of vetiver grass strips for soil and water
conservation in Nigeria, In: Troung, P. And Xia, H.P. (eds). Proceedings of the Third International Conference
on Vetiver and Exhibition: Vetiver and Water Guangzhou, China. October 2003. China Agriculture Press, Beijing
pp. 293 – 299.
17
Ibid.
28
Inform ─ 15 minutes
Ask the farmers to share concerns that they could not solve with their partner.
Discuss these concerns with the large group. Work with the farmers to
overcome their doubts and fears. Encourage those who are unsure to try to the
practice.
Possible concerns:
 Some may be concerned that hedges will compete for food and water in the
soil. Vetiver roots grow to be up to 3 meters deep taking food and nutrients
from deep beneath the surface. Vetiver can grow in times of drought as well
as times of flooding. Even if some of the nutrients are shared during the first
few months, the benefits of the hedges will bring a profit above what can be
expected if no hedges were planted.
Practice and Coaching ─30 minutes
For Training of Trainers only:
1. Ask each participant to pair up with the person sitting next to him or her.
Each participant will use the lesson plan to teach the first half of the lesson to
his partner. The participants should repeat the lesson exactly as they heard
it.
2. The person listening should ask questions and pretend that he is a new
learner.
3. The facilitator will visit each pair. He or she listens to each pair, coaching
and correcting those who need help or have forgotten important parts of the
lesson.
4. After ten minutes, ask the trainers to switch roles. The one listening will now
teach the remaining half of the lesson to his partner.
5. When everyone has completed teaching, answer questions that the trainers
have about today’s lesson.
Discussing Commitments in Small Groups18─ 15 minutes
6. Choose five farmers. Ask them to stand and tell the large group the
commitments that they will make today based on the teachings they have
heard so far.
7. If farmers need help, below are three examples:
18
This practice should encourage farmers to keep to their word. If they commit to a certain
practice and then are asked at the next meeting about that commitment, with everyone listening,
they are more likely to keep their commitment and work hard to maintain that commitment. If
farmer field groups are small (10 to 15 persons), ask all participants to share their commitments
with the large group.
29

I will commit to dig up grasses in the open land to use as slips for
my hedgerow.
 I will plant grasses in contour rows on my land before the rains
begin.
 I will plant elephant grass as a wind break to protect my land.
8. Pick five new farmers. Ask them to stand and share with the large group the
commitment that they made at the last meeting and their progress on that
commitment.
 Praise those who have kept their commitments. Encourage those
who have not kept their commitments to continue trying.
9. Tell the farmers to meet in their accountability groups so that the other
farmers can share their commitments and progress from the last meetings’
commitment.
10.The facilitator will visit each group, helping farmers to make commitments
and helping the group to follow-up on previous commitments made by the
facilitator.
Note to the Facilitator and Health Manager: In preparation for Lesson 7,
the health manager and FH staff will build a compost pit following guidelines
given in Lesson 7. Add the appropriate materials and turn the heap regularly as
discussed in the lesson plan. This will allow the compost to begin decaying so
that the pit (and the staff’s experience) can be discussed in Lesson 7 with
farmers.
30
Lesson 4: Plant Density to Increase Productivity
Objectives:
 Prior to planting, farmers will hoe the land, turn over weeds, and loosen the
soil to increase water and air circulation and make it easier for roots to
penetrate the soil.
 Farmers will be able to plant maize, cassava, and beans using foot and hand
measurements in the proper dimensions along the contour:
o For maize, 80cm between rows (three foot lengths) and 50 cm
between each seed (two foot lengths).
o For groundnut, 30 cm between rows (one foot length) and 30 cm
between each seed (one foot length).
o For cassava, one (four foot lengths) meter between each row and one
meter (four foot lengths) between each seed.

Farmers will be able to list at least three of the advantages to planting in
rows:19
o Higher yields than broadcast planting (Bonne qualite de la production)
o Increased production (Augumente la production)
o Circulation of air in the fields ( Circulation libredans le champs)
o Easy to work in the fields weeding, mulching, etc. (Entretien facile)

Farmers will be able to say the poem, chant, or rhyme by memory of corn,
maize and cassava measurements.
Farmers will believe that they are to be fruitful and produce bounty from the
land (bounty principle).

Materials:
 Prepare a chant, song or poem using the crop measurements to teach the
farmers.
 Materials needed to work the land:
1. Hoes and seeds for the field that will be used for planting.
Attendance and Troubleshooting ─ 15 minutes
Fill out the attendance register of those who are present, and for each trainer of
farmer field groups.
Troubleshooting: Only for trainers who teach other farmer field groups:
1. Ask each trainer about problems that they had at their last meeting.
2. Help the trainers solve problems that they mention.
3. Thank each trainer for their work and encourage them to continue.
19
Bonne qualite de la production, augmente la production, circulation libredans le champs et
entretien facile were the top four advantages of planting in rows named by farmers in the barrier
analysis surveys. Reinforce these advantages throughout the lesson. For more information about
Barrier Analysis, see the following website: http://barrieranalysis.fhi.net/
31
Ask: The Hungry Seed ─ 20 minutes
In the bible, in the book of Isaiah (Chapter 28:23-26) it talks about a farmer
sowing seeds. It says:
Listen and hear by voice, Listen and hear my words. Does the farmer plow
continually to plant seed? Does he continually turn and harrow the ground?
Does he not level its surface and sow dill and scatter cumin and plant wheat in
rows, barley into its place and rye within its area? For his God instructs and
teaches him properly.
?
What do you think this verse means when it says that God instructs the
farmer?
?
What is it that the farmer is doing in this verse?
Encourage discussion.
Summarize:
These verses talk about the fact that the farmer must adapt his farming
practices to each plant. The ground is not continually plowed – it is plowed so
that it can be planted. A farmer does not plant grains and herbsin the same
way. Each plant requires different care and must be planted in its own way.
?
?
How do farmers in this region change their practices based on the different
types of seeds?
Why do they do this? Why does each seed need different treatment?
Add any of the following points that the farmers do not mention:
 Each seed has different needs as it grows. Some plants sprawl along the
ground and need room to grow sideways. Other plants grow tall and thin and
need space for deep roots and tall stalks.
 Some plants are very thirsty. They can’t grow during drought.
 Other plants are very hungry and need lots of food in the soil to produce
fruit.
 Each plant needs different treatment if the farmer wants to have a bountiful
crop.
 We said last week that the seed and earth was designed to produce
abundance. However, the farmer must also help to give each seed the care it
needs so that the seed can live up to its potential.
?
Do farmers think about the fertility of the soil when they plant it? How?
What do they do?

A farmer may water each plant or add fertilizer for each plant.
32

A farmer may put space between the plants because he knows the plants
cannot grow well when they are competing for food and water.
As this bible verse states, farmers must pay attention to the needs of each seed
when they plant.
Share: Planting in Rows─90 minutes
Discussion: Plant Spacing
Explain: Farmers have studied the amount of food, water and nutrients each
seed needs. For maize, they discovered that spacing between seeds is the most
important practice to determine your crop yield.20
Benefits of planting according to specific measurements:
 Seeds planted according to the specific measurements are better quality than
plants scattered or clumped together.
 Seeds planted this way, allow for air circulation around the plants.
 Seeds planted this way make it easier to maintain (weed and do other tasks).
 Planted with the proper spacing, seeds do not compete for water, or food.
?
What are the things that a farmer should do to his land before he plants?
Add any of the following points that the farmers do not mention:
 Turn the soil, plowing up the crust (hard top) on the earth, so seeds can
easily sprout and grow.
 For soils with high clay concentration, it is best to only hoe a shallow layer of
earth.
 Break up large clods of soil so seeds can be planted evenly on a flat surface.
 Turn weeds under the soil to prevent them from choking plants.
 It is important to plow the field just before seeds are planted. If rains come
early and hit the land before it is planted, the soil will be washed away.
Explain:
There are three measurements that are important for seed spacing.
 seed depth into the ground
 spacing between each seed
 spacing between each row
?
What measurements do you use to plant maize?
20
Sangoi, Luis. Understanding Plant Density effects on Maize Growth and Development: An
Important Issue to Maximize Grain Yield.Ciencia Rural, Santa Maria, v. 31, n.1, p. 159-168, 2000.
Available: http://www.scielo.br/
33

Studies show that the best measurement for maize is 80 centimeters
between the rows and 50 centimeters between each seed.
In order to make this easy, we have you can use your foot as a measure.
The space between each seed should be two foot lengths. The space
between rows should be three foot lengths.
Seeds should be planted 5-7 centimeters deep. This means that seeds
should be pushed into the ground approximately the depth of your pointer
finger.



21
?
Why does maize need to be planted this way?

So that the plants get all the nutrients, water and space that they need for
increased productivity.
?
What measurements do you use to plant cassava and groundnut?
Explain:
 To increase cassava crop production, plants should be placed 1 meter
between each row, and 1 meter between each plant.
 That’s four foot lengths between each plant and the same between each row.

To increase groundnut production, plants should be placed 30
centimeters between each row and 30 centimeters between each plant.
That’s approximately one foot between each plant ad one foot length
between each row.
Seeds should be planted 5-7 centimeters deep. This means that seeds
should be pushed into the ground approximately the length of your pointer
finger.


?
At our last meeting, we measured contours on the field. How should the
farmer plant on the contour?

The contour lines show where barrier rows should be placed after planting.
These lines also give farmers a guide for planting rows of maize, cassava, or
groundnut.
The farmer sows his seed in rows along this line. All the farmer’s rows on will
be horizontal, like the horizon. He will leave a blank row on the contour line.

21
Illustrator Octavio Gonzales.
34
Draw in the dirt in the sand or on a chalkboard so that the farmers can see.
1. Draw a hillside.
1. Draw four contour lines representing where the barriers will be placed after
planting.
2. Explain that the farmers will place crops in lines along the contour – but
leaving the contour row empty.
3. Answer questions.
Plant Spacing Chant
Teach the farmers a short song or poem so they will be able to remember the
measurements. The poem, chant, or song should go something like this:
One, one, two, three, four, four.
Plant groundnuts one foot between each seed; make rows one foot apart.
Plant maize every two feet, make sure rows are three feet apart.
Plant cassava every four feet, make rows four feet apart.
Repeat the chant many times. Ask individual farmers in the group to repeat the
chant by memory in front of others. Repeat until each farmer is able to give the
appropriate messages.
Additional Information for the Trainer:
Seed depth
 A general rule for seed depth is that the seed should be planted at a depth of
double the diameter of the seed. This rule is best for high quality seeds (high
germination rate) and soil with adequate moisture.
 Seed depth should be enough so that the seed takes up water, is protected
from birds, but is able to access nutrients in the top soil.
Tillage
 Tillage allows the rain to better soak into the ground. It makes it easier for
roots to penetrate into the soil.
 Repeated cultivation to the same depth may cause a compacted soil layer to
form at the bottom of the tilled layer. Plant roots cannot penetrate into this
layer and the water storage capacity of the soil is reduced.
 Soils with high clay concentration become crusted on the surface when it
rains. Hoeing or shallow plowing is sufficient to break up the crust and let
the water enter. Deep hoeing in soils with high clay content may cause
severe water damage when the rains come and the large clods are carried off
by the rain.
 Deep tillage has found be beneficial on dense sandy soils in Botswana.
Zero Tillage
 Zero tillage is a conservation practice where only holes are dug for the seeds,
instead of plowing an entire field or row.
 This practice decreases erosion and is a possibility for future programs.
Based on this introductory module, we will not discuss zero tillage until the
35
other principles have been mastered (mulching, intercropping, green manure,
etc.).
Activity – planting in Rows
1. Go to a field with contours marked. Designate where each crop will be
planted. If you plan to intercrop, tell each group how they should plant so
that their plants are interspersed with rows of other crops. Leave contour
lines empty so that hedgerows can be added at the next meeting.
2. Divide the participants into groups of five. For example, if there are 20
participants, there will be four groups of five.
3. (Optional if ground is not already hoed) Each group will hoe the land, turning
weeds under and breaking large clods of dirt.
4. One group will plant corn according to the given measurements, using their
feet and hands to measure.
5. One group will plant cassava according to the given measurements.
6. One group will plant groundnuts according to the given measurements.
7. Facilitator will coach and guide the participants as they plant making sure
they are following the guidelines from the lesson.
Practice and Coaching ─ 30 minutes
Bring all of the participants back together for the last part of the session.
For Training of Trainers only:
1. Ask each participant to pair up with the person sitting next to him or her.
Each participant will use the lesson plan to teach the first half of the
lesson to his partner. The participants should repeat the lesson exactly as
they heard it.
2. The person listening should ask questions and pretend that he is a new
learner.
3. The facilitator will visit each pair. He or she listens to each pair, coaching
and correcting those who need help or have forgotten important parts of
the lesson.
4. After ten minutes, ask the trainers to switch roles. The one listening will
now teach the remaining half of the lesson to his partner.
5. When everyone has completed teaching, answer questions that the
trainers have about today’s lesson.
Probe─5 minutes
Bring all of the participants back together for the last part of the session.
?
Do you believe that planting in rows will help to increase crop productivity?
36
?
Do you believe you have the skills to plant your maize, cassava or
groundnuts in your own fields with these measurements?
Ask the farmers to talk with the person sitting next to them for five minutes.
They should share any questions that they have about this practice. If they
don’t believe planting in rows is effective, they should discuss these beliefs with
the person next to them. Together they should try to find solution to these
concerns or questions.
Inform─ 15 minutes
Ask the farmers to share concerns that they could not solve with their partner.
Discuss these concerns with the large group. Work with the farmers to
overcome their doubts and fears. Encourage those who are unsure to try to the
practice.
Discussing Commitments in Small Groups─ 15 minutes
?
What are the two things you will do in the accountability groups?
8. Make a verbal commitment of something new you will do in the next two
weeks based on this lesson.
9. Each farmer will report on the commitment that you made at the last
meeting.
1. Randomly pick five farmers. Ask them to stand and tell the large
group the commitments that they will make today.
2. If farmers need help, below are three examples:
a. I commit to planting my maize crop in rows.
b. I commit to using my finger to measure the depth of each seed and
not scatter them as I used to.
c. I commit to tilling the ground and turning over weeds in the next
week.
3. Pick five new farmers. Ask them to stand and share with the large
group the commitment that they made at the last meeting and their
progress on that commitment.
4. Praise those who have kept their commitments. Encourage those who
have not kept their commitments to continue trying.
5. Tell the farmers to meet in their accountability groups so that the other
farmers can share their commitments and progress from the last
meetings’ commitment.
6. The facilitator will visit each group, helping farmers to make
commitments and helping the group to follow-up on previous
commitments made by the facilitator.
37
38
Lesson 5: Intercropping for future planting seasons
Objectives:
a. Farmers will intercrop: planting two or more crops together to increase
soil fertility and crop yield. Different types of crops use different nutrients
in the ground. Using two crops from different families, helps to replenish
the soil. Land that is planted with the same crop each year is less fertile
than land planted with different crops (or rotating crops) each year.
b. Farmers will identify plants appropriate for intercropping. Plants selected
will be from different plant varieties and will not compete for sun,
nutrients or water: tall plants paired with short plants, deep rooted plants
paired with shallow rooted plants, late maturing plants paired with early
maturing plants.
c. Farmers will be able to explain the advantages of intercropping to others:
d. Intercropped fields are protected the soil from rain, wind and sun damage.
Soil is shaded and covered throughout the growing season.
e. Soil that is protected holds more nutrients for plants.
f. Intercropping increases the variety of family foods increasing nutrition and
family health.
g. Intercropping gives the farmer the possibility of taking two crops to the
market.
h. Intercropping can reduce pest and disease.
i. Intercropping provides a variety of plant products for mulching postharvest.
j. Farmers will believe that producing more than one crop for family foods
will provide better health and nutrition for the family.
k. Farmers will believe that they are to be fruitful and produce bounty from
the land that has been given to them (bounty principle).
Materials:
1. Attendance registers
2. Materials needed for the Field practice:
a) Hoes and spades for clearing or seeding.
b) A-frame for marking contours if not already marked
c) Seeds for plants to be intercropped
Attendance and Troubleshooting ─ 15 minutes
1. Fill out the attendance register of those who are present, and for each trainer
of farmer field groups.
Troubleshooting: Only for trainers who teach other farmer field groups:
2. Ask each trainer about problems that they had at their last meeting.
3. Help the trainers solve problems that they mention.
4. Thank each trainer for their work and encourage them to continue.
39
Ask ─20 minutes
Tell the following story – adapt it as necessary to reflect local customs. Use the
story and discussion questions to find out the farmer’s current beliefs and
practices related to today’s lesson.
David’s field maize begins to mature. He is very proud of the work that he has
done. He walks into the wise farmer’s land and looks at his land. He notices
that the wise farmer still has larger and more fertile plants. In fact, the wise
farmer has many different crops planted together in his field. He not only has
rows of maize but also rows of common beans.
The wise farmer sees David and comes to speak with him. “I have learned from
nature, the wise man says. “In nature, many different plants grown together,
sharing the sun, soil and land together. I plant crops that help one another.
Cowpeas add nutrients to the soil to feed the maize. Together my plants help
one another and increase the soil’s fertility.”
?
?
?
What does David see in the wise farmer’s field?
Why did the wise farmer plant these crops together?
Have you ever planted two or three crops together? Why or why not?
Encourage discussion. Don’t correct “wrong answers.” Let everyone given an
opinion. This is the time for you (the facilitator) to learn what is already known
about intercropping. Listen for false beliefs that need to be corrected during the
lesson.
Share: Intercropping─90 minutes
Intercropping Defined and Benefits



The wise farmer intercrops.
He grows two or more crops together in the same field.
Intercropping produces many benefits for the soil, the farmer’s crop yield
as and his family.
Healthier soil:
 Having several crops in the soil reduces rain, wind and sun damage. The
soil is held in place by the roots of the plants.
 The soil is shaded by the many plants. It is protected from too much sun.
 The soil stays moist which increases the living and decomposing matter in
the soil.
40


Intercropped fields have fewer weeds and need less care than fields with
one crop.
Intercropped fields when plowed into the soil provide more nutrients for
the soil than fields with one crop.
Increased yield:
 The farmer with more than one crop has healthier soil which produces
stronger plants and larger yields.
 The farmer is able to bring more than one crop to the market.
 Farmers with single crops will have greater damage from pests, than
farmers who intercrop. Pest and disease usually are attracted to one crop
and not the others. A farmer with only one crop might lose his entire
crop to pests or disease.
Healthier families:
 Eating a variety of foods with each meal increases the health of the
family.
 When farmers intercrop and bring home more than one family food, their
families eat better.
 Eating maize and beans is more nutritious for your family than a meal of
maize only.
Less labor:
 The farmer on an intercropped field has fewer weeds than the farmer on
the field with one crop.
 When the harvest and sowing periods of the crops differ, the farmer is
able to spread out his labor.
Caution:
 When proper spacing of the primary crop is applied, then there is
enough space for the secondary intercrop to grow adequately and the
farmer does not trample it.
Types of Intercropping
Strip intercropping:
 The farmer grows each crop in strips. For example, planting three rows of
grains, next to three rows of beans, next to three rows of grains, and
three rows of peanut. Strip cropping helps to limit the spread of harmful
insects between crops.
Row intercropping:
Growing crops of different types in every row. Each row is separated by another
plant, like a cover crop. A farmer may plant three crops in this way, each crop
separated by two rows of other plants. Row cropping helps to limit the spread of
harmful insects between crops.
41
Row intercropping
Strip Intercropping
22
Mixed intercropping:
 Growing two or more crops in rows, with other plants dispersed between
rows. This is effective, when adding plants to deter pests.
Relay intercropping:
 Planting a second crop into a standing crop at a time when the standing
crop is near the end of its growing stage.
 This is effective when rainfall is scarce and planting at the same time
would cause too much competition.
 When one crop becomes mature and is harvest before its companion crop,
there is less competition between the plants for nutrients and water.
?
?
What are the advantages of strip cropping?
?
What are the advantages of relay intercropping?
What are the advantages of mixed intercropping as compared to strip
intercropping?
Add any of the following not mentioned:
 Strip intercropping makes it easy to harvest crops if machines are used.
 For farmers harvesting by hand, row cropping is best in reducing pests
and giving each plant the nutrients it needs.
 Relay cropping is useful when the growing season is long enough to
supply water for two crops or when there are two growing seasons.
Cooperation not Competition
Caution:
 A farmer must be very wise when choosing plants to intercrop. If a
farmer makes poor choices, the plants will steal sun, nutrients and water
from each other.
22
Illustration source: Van Wolfswinkel, Martine. Intercropping of Annual Foodcrops.Agrobrief No. 4.
Wageningen: Agromisa Foundation. Available: www.allindiary.org/pool/resources/intercropping.pdf
42
?
What are the things that a farmer must consider when choosing the types of
plants to intercrop?
Add any of the following things that are not mentioned by the farmers.
Sunlight
 Select plants that have different sunlight needs. Plant tall sun crops with
short crops that thrive in the shade. Grains like maize general need as
much sun as possible, while beans and other legumes grow well in the
shade.
Soil nutrients
 Select plants whose roots grow and different depths.
 Plant crops with deep roots with plants with shallow roots. Each crop will
be able to access the nutrients it needs at different levels in the soil.
 Select plants that mature at different rates.
 Planting a slow maturing plant with a quick maturing plant will allow the
plants to take nutrients at different times so each plant has what is
needed for full growth.
Pest control
 Select plants that have different predators. Add plants that repel
predators. For example in a garden, onions will repel the pests attracted
to carrots. Grains serve as a barrier against the spread of insects in beans
and peanuts.
Small Group Activity: Choosing Plants to Intercrop
1. Ask farmers to form groups with five people sitting near them. Each group
should have five people in it.
2. Each group has 20 minutes to discuss and choose three crops that will grow
well together. They must consider the following things as they choose:
a) Sunlight needed by each plant.
b) Root depth of each plant.
c) Growing period for each plant.
d) Pests attracted to each plant.
e) Crop variety. Add crops which can be eaten with your family foods to
increase nutrition.
After 20 minutes, ask each group to present their ideas to the others.
Some possible combinations include the following:
 Corn, beans and squash
 Corn and cassava
 Corn and groundnut
 Groundnut and cassava
There are several combinations for home garden vegetable production
43
Additional Information for the Trainer:
Plant Depth
To review the plant depth of various plants see additional information in Lesson
5: Cover crops.
Plant Spacing for Intercropping
As you explain, demonstrate the measurements using rocks, stones or other
objects.


A farmer needs to reduce the number of seeds that he plants for each
crop.
The plants needs to be planted in rows and spaced so they will not
compete with one another.
We are recommending the following combinations for intercropping.
Recommendation #1: Planting maize and legumes using the MBILI system23
a. Stagger rows of maize between 50 cm and 100 cm.
b. Staggering the rows allowed the sun to penetrate and give enough
sunlight to the legumes.
24
Recommendation #2: Maize and Groundnut.
a. The spacing of maize is 80 x 50 cm. The spacing of groundnut is 25-30
cm x 25-30.
23
Managing Beneficial Interactions in Legume Intercrops (MBILI) as used in Kenya.Legumes used
in the MBILI are common bean (Phaseolus vulgaris), green gram (Vigna radiate), groundnut
(Arachishypogaea) and soybean (Glycine max). Source: Van Wolfswinkel, Martine. Intercropping
of Annual Foodcrops.Agrobrief No. 4. Wageningen: Agromisa Foundation. Available:
www.allindiary.org/pool/resources/intercropping.pdf
24
Source: Van Wolfswinkel, Martine. Intercropping of Annual Foodcrops.Agrobrief No. 4.
Wageningen: Agromisa Foundation. Available: www.allindiary.org/pool/resources/intercropping.pdf
44
b. The spacing of groundnut should be at the discretion of the promoter,
depending on the soil quality. Therefore, the spacing may look like the
following: Maize—(10-15 cm)- groundnut-(25-30 cm)- 2nd groundnut(10-15 cm)- Maize
Recommendation #3: Cassava and Groundnut
a. Cassava is 1m x 1m. Groundnut spacing is 30 x 30 cm.
b. Cassava- (10-15 cm)- three rows of groundnuts- (10-15 cm)Cassava
Pests
Pests have a greater opportunity to feed, move around and breed in fields with
one crop than in fields with multiple crops.
Natural pest enemies live in intercropped lands. Because a mix of food is
available (nectar, pollen and prey), pests are taken care of naturally by
nature.25
Some insects search for plants by smell. Onions planted with carrots masks the
smell of carrots so that carrot flies do not smell the carrots and search for
other fields to infest.
Crop Rotation
If farmers are not able to intercrop, or find the practice too difficult, crop
rotation is an alternative which helps to reverse nutrition depletion of soil.
Field Practice
1. Split the farmers into small groups.
2. Each group will work on one of the following activities (choose the activity
which fits into the current planting cycle).
a) Marking the land with rocks or stones to show where plants for
intercropping will be placed (mixed or strip cropping).
b) Marking out the appropriate hand and foot measurements between each
plant row and planting seed along those measurements.
c) Adding a second or third crop to an already planted field (relay
intercropping).
3. Visit intercropped land done by local farmers and compare it to land with only
one crop.
a) Analyze the size and health of the plants on both pieces of land.
b) Analyze the soil quality of soil from each land.
c) Analyze the amount of pests in each field.
25
Sullivan, Preston. Intercropping Principles and Production Practices.Appropriate Technology
Transfer for Rural Areas. Agronomy Systems Guide. Available: www.attra.org/attrapub/intercrop.html
45
Probe ─5 minutes
?
Do you believe the things we have discussed today? Do you believe that
intercropping can increase crop fertility and crop yield?
Ask the farmers to talk with the person sitting next to them for five minutes.
They should share any questions that they have about this practice or the
benefits of the practice. They should share these concerns with the person next
to them. Together they should try to find solutions.
Inform ─ 15 minutes
Ask the farmers to share concerns that they could not solve with their partner.
Discuss these concerns with the large group. Work together to help the farmers
to overcome their doubts and fears about the practice.
Practice and Coaching ─ 30 minutes
For Training of Trainers only:
1. Ask each participant to pair up with the person sitting next to him or her.
Each participant will use the lesson plan to teach the first half of the lesson to
his partner. The participants should repeat the lesson exactly as they heard
it.
2. The person listening should ask questions and pretend that he is a new
learner.
3. The facilitator will visit each pair. He or she listens to each pair, coaching
and correcting those who need help or have forgotten important parts of the
lesson.
4. After ten minutes, ask the trainers to switch roles. The one listening will now
teach the remaining half of the lesson to his partner.
5. When everyone has completed teaching, answer questions that the trainers
have about today’s lesson.
Discussing Commitments in Small Groups ─ 15 minutes
1. Choose five farmers. Ask them to stand and tell the large group the
commitments that they will make today.
2. If farmers need help, below are three examples:
a) I commit to intercropping with a legume next season.
b) I commit to talking with my family about intercropping and getting their
support of this practice.
c) I commit to purchasing cow peas to intercrop next season.
46
3. Pick five new farmers. Ask them to stand and share with the large group the
commitment that they made at the last meeting and their progress on that
commitment.
a) Praise those who have kept their commitments. Encourage those who
have not kept their commitments to continue trying.
4. Tell the farmers to meet in their accountability groups so that the other
farmers can share their commitments and progress from the last meetings’
commitment.
5. The facilitator will visit each group, helping farmers to make commitments
and helping the group to follow-up on previous commitments made by the
facilitator.
47
Lesson 6: Mulch to Increase Crop Productivity
Objectives:
1. Farmers will be able to explain the benefit of adding mulch to their fields:
 Adds organic matter to the soil
 Stops rainwater erosion (splash erosion)
 Prevents formation of crust on the soil
 Keeps the soil moist and cool
 Reduces weeding
 Farmers will believe that they are to be fruitful and produce bounty
from the land that has been given to them (bounty principle)
2. Farmers will be able to define mulch: the practice of spreading plant
materials on bare soil around the main crop. Mulch is an alternative to
cover crops and best for short rainy seasons where there is not enough
water to support cover crops.
a. Farmers will be able to identify plant materials that can be used as
mulch.
o Cut hedgerow grasses
o Straw or dried grasses
3. Farmers will apply mulch around the roots of the main food crop and
cover all exposed soil on the field to protect it from sun, rain, and wind.
4. Apply an even layer 5-10 cm deep of green or dried plant materials. Leave
a small circle of space (hand’s width) around the roots of the plant to
prevent the root from rotting.
Materials:
a. Mulch Experiment:
a. Two watering cans or an old can with small holes in the bottom and
water to fill the cans.
b. Two large bottles, buckets or tin cans to catch the water from the
shovel
c. Two shovels
d. Two handfuls of mulch
b. Test field with bare soil ready for mulch.
c. Cut grass or hedgerows that can be pruned and used for mulch.
Attendance and Troubleshooting ─ 15 minutes
Fill out the attendance register of those who are present, and for each trainer of
farmer field groups.
Troubleshooting: Only for trainers who teach other farmer field groups:
 Ask each trainer about problems that they had at their last meeting.
 Help the trainers solve problems that they mention.
 Thank each trainer for their work and encourage them to continue.
48
Ask: David and the Wise Farmer ─20 minutes
Tell the following story – adapt it as necessary to reflect local customs. Use the
story and discussion questions to find out the farmer’s current beliefs and
practices related to today’s lesson.
David added pigeon peas to his field of maize. He waited a few weeks and the
peas sprouted and began to cover the ground. However, there were certain
places on his field where the beans didn’t grow. The soil in that area is still
exposed to rain, sun and weeds. The rain has made ruts in the ground and has
washed away the soil.
?
?
?
How does David know that the land is in danger?
Is all of David’s land in danger, or only the exposed land? How do you know?
What should David do? What would you do?
Encourage discussion. Let at least five or more people give an opinion. Don’t
correct “wrong answers.” Let everyone given an opinion. This is the time for
you (the facilitator) to learn what is already known about other water
conservation practices. Listen for false beliefs that need to be corrected during
the lesson.
Additional Notes for the Trainer:
We hope the farmers respond to the questions above in this way.
 David knows the land is in danger. The soil has ruts from the rain. He can
see the rain has taken soil away. He can see the soil is bare.
 The cover crops protect the other soil on his field. Only the bare soil is in
danger.
 Some ways to protect the land include: replanting a cover crop or adding
mulch.
 The mulch covers the soil and prevents the heat and rain from damaging the
soil.
Share: Adding Mulch ─90 minutes
Demonstration: Soil and Mulch Runoff
a.
b.
c.
d.
Ask for six volunteers.
Give two volunteers a shovel. Give two volunteers the tin cans or bottles.
Give the last two volunteers the watering cans.
Ask the first two volunteers to fill the shovel with dirt. Each of them should
have the same amount of soil. Make sure to add or remove soil so that both
shovels hold the same amount of dirt.
49
e. The two volunteers with tin cans should squat on the ground holding the tin
can. Hold the bottles or cans steady on the ground so that they won’t be
tipped over by the pressure of the shovels.
f. Each volunteer with the shovel holds the shovel at an angle resting on the
edge of a large tin can or bottle on the ground.
g. Explain that these shovels represent a sloping piece of land.
 (Point to one shovel) One side of
the land is exposed to sun and rain.
It has no grass or crops growing on
it.
 (Point to the other shovel) This side
of land has been covered with
mulch. (Place 5-10 cm of straw or
cut grasses in a thick layer over the
top of the soil on the shovel).26
?
When the rain comes, which soil will
have the most runoff?
Let the participants explain how they think the water will affect the soil.
h. Ask each volunteer with a water can to hold it high in the air. One volunteer
will water the soil with his can. The other volunteer will water the mulch with
his can. Fill the watering cans and ask each of the volunteers to let the water
drop onto the shovels.
i. Ask the volunteers holding the tin cans to compare the amount of soil and
water in each cup.
?
?
?
Is the water the same or a different color in each can?
How much soil and water is in each can?
Which soil was protected?
Explain:



?
The soil without cover washed away and muddied the waters.
A large portion of the soil was lost and washed away.
More water has run off the bare soil than the mulch. The mulch help
the water to soak in slowly and sink into the soil. The water quickly
runs off the bare soil.
If this much soil was lost on a shovel full of soil, how much soil is lost on a
cleared piece of land each time it rains? (A lot is lost every time it rains!
This is why a farmer needs to have at least two or three practices to protect
the soil.)
26
Hilton, Brian. World Vision Mozambique. PPT presentation at USAID. Strengthening
Communities, Nurturing Children. May 4, 2010.
50
Mulch Defined
Explain:
 Mulch is a layer of organic matter put on top of the soil. It adds food for
the plants back into the soil.
 Mulch covers the soil and prevents soil loss from splashing rain and wind.
 Mulch shades the soil to keep soil cool.
 Mulch controls weeds that compete with the main crop for food and water.
 Mulch prevents the top of the soil becoming hard (like a crust). The crust
prevents water and nutrients from soaking into the soil.
 Mulch increases crop productivity.
?
What other practices have we discussed that have similar benefits? (cover
crops)
?
When should a farmer use mulch instead of a cover crop?


?
Mulch is best during short rainy seasons. When rain is scarce and the
main crop needs high amounts of rain, mulch can be used instead.
If a farmer does not have money to buy seeds for a cover crop, he can cut
the hedgerows for mulch.
What living plants make the best mulch?
Mulch Options
Vetiver grass as Mulch
 Vetiver grasses make excellent mulch.
 The strong smelling oils in the leaves repel rodents and insects and
livestock.
 When the Vetiver is full grown, the leaves can be cut to ground level
during the dry season and used for mulch.
 Vetiver grasses grow as tall as 3 meters. This provides a large amount of
mulch that can be freely used throughout the year.
 The grasses will not go to seed, so it prevents stray grasses from growing
around the main crop.
Elephant grass as Mulch
 Elephant grass provides a dense ground covering.
 Elephant grass may be more prone to disease and insect infestation than
Vetiver grass, but still makes good mulch.
 Napier grass is high in key nutrients needed for soil health (potassium,
calcium and magnesium) which are added back to the soil when it is
turned under the soil after the main crop is harvested.
Plant Products
 Any living, non-woody plant products such as maize stalks, vines, and
grasses can be used as mulch.
51



This mulch can increase the number of harmful insects and pests.
These products are best used as ground cover after the crop is harvested.
These products are then worked into the soil to provide nutrients for the
next crop.
Cutting the Hedgerows
Explain as you demonstrate the practice of cutting the hedgerows.
1. Cut the grasses just above the ground level. Cutting the grasses will not affect
the roots which help to hold soil in place.
2. The level of the cut depends on the age of the plant. For very small hedges,
leave at least a hand’s length of the grass standing from the ground. For full
grown hedges, the grasses can be cut just above the crown.
3. Lay the cut grass in a thick layer on top of bare soil and around stems of the
main crop.
4. Leave a small circle of space (hand’s width) around the roots of the plant to
prevent plant rot and termites.
5. Grass should not be more than 10 cm thick (1/2 hand length). If mulch is too
thick, it holds too much water, and causes mold and plant disease.
6. After harvesting of the main crop and the cover crop, the mulch can be turned
under the soil to return organic matter into the ground.
Informations additionnelle pour les Formateurs
Vetiver Mulch


Vetiver grass mulch improves soil texture and carbon (C) content, a
nutrient needed for healthy soil.
Where Vetiver leaves have been used as mulch on adjacent orchard crops
(Jiangxi Province, China) there has been dramatic increases in soil organic
matter (from 0.04% to 1.8% in two years, plus significant increases in
Nitrogen, phosphorus and potassium and other minor elements).27
Fire
--Mulching of dried grasses may increase the chance of the field catching fire
if the land is in a place where wild fires are common. The mulch can be
turned into the soil or fire pathways can be made around the field to prevent
destruction of the crop.
Weed Control
--Elephant grass is used for mulch in East Africa where a 25-cm depth of
mulch is needed for good weed control.28
27
2Ding Guan Min. Soil and Water Conservation Bureau, Fujian Province, China. in The Vetiver Network
Newsletter, No. 18. December 1997. Home page: http://www.vetiver.com
28
Nishimoto, R.K. 1994. Weed control in coffeeplantations. In: R. Labrada, J.C. Caseley, and C.
Parker, eds. Weed management for developingcountries. FAO Plant Production and Protection
52
Field Practice: Cutting Hedgerows for Mulch
1. Break the farmers into small groups.
2. Each group will cut portions of the hedgerows according to an agreed upon
measurement.
3. Farmers must be careful not to step on or harm the main crop or cover crop.
4. Each group will lay mulch on bare soil in the given field.
5. Watch the farmers and help coach those who are not cutting the grasses at
the proper place, or laying mulch either too thin or too thick.
6. Using your finger or hand, measure the depth of mulch in each row to make
sure it is adequate.
7. Answer questions as needed.
Probe─5 minutes
Bring all of the participants back together for the last part of the session.
?
Do you believe that mulch will help to increase crop productivity? Is there
anything that might stop you from adding mulch to your land?
Ask the farmers to talk with the person sitting next to them for five minutes.
They should share any questions that they have about this practice. Together
they should try to find solution to these concerns or questions.
Inform─ 15 minutes
Ask the farmers to share concerns that they could not solve with their partner.
Discuss these concerns with the large group. Work with the farmers to
overcome their doubts and fears. Encourage those who are unsure to try to the
practice
Practice and Coaching ─30 minutes
For Training of Trainers only:
j. Ask each participant to pair up with the person sitting next to him or her.
Each participant will use the lesson plan to teach the first half of the lesson to
his partner. The participants should repeat the lesson exactly as they heard
it.
Paper 120.Food and Agriculture Organizationof the United Nations. Rome. p. 354-359.
53
k. The person listening should ask questions and pretend that he is a new
learner.
l. The facilitator will visit each pair. He or she listens to each pair, coaching
and correcting those who need help or have forgotten important parts of the
lesson.
m. After ten minutes, ask the trainers to switch roles. The one listening will now
teach the remaining half of the lesson to his partner.
n. When everyone has completed teaching, answer questions that the trainers
have about today’s lesson.
Discussing Commitments in Small Groups ─ 15 minutes
1. Randomly pick five farmers. Ask them to stand and tell the large group the
commitments that they will make today.
2. If farmers need help, below are three examples:
 I commit to cutting grasses to use as mulch for my cassava.
 I commit to looking for soil that is uncovered and adding mulch to these
areas.
 I commit to talking with my neighbor about the importance of mulch.
3. Pick five new farmers. Ask them to stand and share with the large group the
commitment that they made at the last meeting and their progress on that
commitment.
 Praise those who have kept their commitments. Encourage those who have
not kept their commitments to continue trying.
 Tell the farmers to meet in their accountability groups so that the other
farmers can share their commitments and progress from the last meetings’
commitment.
 The facilitator will visit each group, helping farmers to make commitments
and helping the group to follow-up on previous commitments made by the
facilitator.
54
Lesson 7: Composting to Increase Organic Matter
Objectives:
a. Famers will choose a well–drained, three meter plot (3 meters by 3
meters) under a tree or protective covering near their farm for a compost
heap.
b. Plot will be shaded and protected from wind to keep compost moist.
c. Plot will be near a water source to make it easy for farmers to water the
compost.
d. At the end of the harvest, farmers will gather plant residues from the field
and build a compost pit in the following layers:
e. At the base of the heap (10 cm or half hand length) a layer of woody
substances (twigs, cane shoots, cane stalks). Thick, woody substances
allow air to circulate under the heap.
f. Add 10 cm of brown materials on top of the base. Brown materials
include: dry crop residues that are no longer green, paper or dried
grasses.
g. A 2 cm layer of green materials. Green materials include: fresh, moist
materials such as green leaves or green grass clippings, fruit and
vegetable scraps, egg shells, coffee or tea residues, and fresh animal
manure (cow, goat or livestock feces).
h. A thin, moist layer of soil from the top layer of ground (for example the
top layer of soil under a tree. This adds living insects and tiny living
organisms (too small for the eye to see).
i. Continue adding a layer of brown materials, green materials and soil to
the heap until it is 1.5-2 meters high.
j. Farmers will water the pile twice a day during the dry season. Heap
should feel like a cloth that has been soaked with the excess water
squeezed out. If the heap is dripping, it is too wet.
k. Farmers will turn over the heap every 2 to 3 weeks. Heap is broken down
and built up again. The layers are mixed and heaped up again next to the
first heap.
l. The foundation of the heap is the layer of thick woody substances that
have not decayed.
m. Next add the drier and less decomposed plant materials to the middle of
the pile. These are the core materials.
n. Add water to these core materials.
o. Then use the rest of the material to cover the core materials.
p. Farmers will continue to water, turn and test the temperature of the pile
until it the soil has turned to a dark black mass.
q. Farmers will add the organic compost to the seed holes, mix it into the
topsoil or spread it evenly on top of the field in areas where soil has been
depleted.
r. Farmers will believe that they are to be fruitful and produce bounty from
the land that has been given to them (bounty principle).
Materials:
 Attendance Registers
 Materials for demonstration:
Two soil samples:
55


One sample of rich dark soil taken from the bottom of a compost heap.
One “poor” soil sample from a field where no water or soil conservation
practices have been practiced.
Materials for the field practice:
 A harvested field ready for constructing a compost pit.
 Or a field ready for planting where compost can be added.
Attendance and Troubleshooting ─ 15 minutes
1. Fill out the attendance register of those who are present, and for each trainer
of farmer field groups.
Troubleshooting: Only for trainers who teach other farmer field groups:
2. Ask each trainer about problems that they had at their last meeting.
3. Help the trainers solve problems that they mention.
4. Thank each trainer for their work and encourage them to continue.
Ask: David’s Soil is Missing Something─ 20 minutes
Tell the following story – adapt it as necessary to reflect local customs. Use the
story and discussion questions to find out the farmer’s current beliefs and
practices related to today’s lesson.
David travels with the wise farmer to the outskirts of the town to a large forest.
The trees are full and large. He bends down and digs into the soil. The soil is
dark and moist. It is not too sandy. It doesn’t contain too much clay. It is
fertile, moist and dark. He asks the wise farmer, “Why is this soil so much
healthier than the soil in my field?”
The wise farmer tells David. “The death of plants and animals helps to fertilize
and add nutrients back into the soil. Dead leaves, branches and bones break
down on the floor of the forest. They rot and slowly release nutrients into the
soil. These same nutrients are the nutrients found in expensive bags of
fertilizer. If we used the resources that God designed in nature, we would not
need expensive fertilizer.”
?
?
?
How does the soil in the forest compare to the soil on David’s land?Why?
How can David provide this same “natural fertilizer” for his land?
How do you fertilize your land?
Encourage discussion. Don’t correct “wrong answers.” Let everyone given an
opinion. This is the time for you (the facilitator) to learn what is already known
about composting and natural fertilizers. Listen for false beliefs that need to be
corrected during the lesson.
56
Share: Composting─90 minutes
Activity: Comparing Soils
6. Show the two soil samples (one rich compost soil, one poor soil sample, one
soil sample from a recently burned field).
7. Ask the farmers to spend a few minutes examining the different soils.
?
Which soil appears to have the most organic matter (living and dead
organisms)?
?
?
Which soil would produce the largest crops? Why?
Which soil looks like the soil in your field? Why?
Explain:
Soil #1 - Poor Soil
 This soil has been damaged by the sun, wind and rain. The farmer is not
using any of the soil and water conservation practices: hedgerows, cover
crops or mulching.
 The soil has very little organic matter. It does not hold much water.
 The nutrients have been washed away.
 It produces small crops.
Soil #2 - Burned Field
 The third soil is from a burned field. The soil has no living organisms. All
the living matter has been killed by the fire.
 The ashes from the residues are rich in two nutrients: potassium and
calcium. However, the soil is so thin and soft that many of these nutrients
will be quickly taken away by the wind and rain. The nutrients will only
last for one crop.
Soil #3 - Compost Soil
 This soil is full of the nutrients like the soil in the forest.
 The soil is naturally fertilized with leaves, crop residues, dead branches
and grasses.
 This soil has the highest amount of organic matter. It holds the highest
amount of water.
 It will produce the large crops for many years.
Summary: The last soil has the highest amount of nutrients and organic matter
compared to the other soils. It also holds water better than the other soils. This
soil was made by composting, recycling old plant residues, grasses and other
waste from the farmer’s field.
57
?
Have any of you composted before? What are the advantages of
composting?
Add any of the following points not mentioned:
 It does not cost money and can be made with things on your land.
 Compost increases the water absorption and organic matter in the soil.
 Compost increases crop quality and yield.
Preparing an Above-Ground Compost Heap
When to begin the heap:
a. Build the heap after harvesting so you have enough plant residues.
b. The heap should be built quickly in 7 days. Build the heap at least three
months before the next planting season so the new compost can be used
for planting.
c. Prepare the heap when you are not too busy working the land.
Composting requires extra time. The farmer needs to give extra time
every week to care for the heap.
Where to build the heap:
d. Choose an area 3 meters by 3 meters.
e. Close to your farm or garden. This makes it easier for the farmer to bring
the crop residues and carry the compost back to the field.
f. On a well-drained piece of land or hillside the compost will not get too
wet.
g. In a shaded place (under a large tree or under a thatched roof) so the
compost does not dry out from the sun.
h. Near a water source so the farmer can easily water the heap.
i. Away from human and livestock sleeping and resting areas. The pile may
attract rodents and pests.
What to add to the heap:
j. At the base of the heap
place a layer of thick woody
substances (twigs, cane
shoots, cane stalks).29
k. These thick, woody
materials will allow air to
circulate under the heap.
l. Add 10 cm of brown
materials or old, dry crop
residues in a flat layer.
29
Illustration source: Aboli, Albert and Scully, John. Composting for the Small Farmer: How to
Make Fertilizer from Organic Waste (FSDA- UNEP), Nairobi, 1993. Available:
http://www.agripinoy.net/how-to-make-organic-fertilizer.html
58
m. Brown materials include dry crop residues, straw, and stalks and old
Vetiver or Napier growth (old mulch left on the ground can be used as dry
crop residues).
n. Sprinkle water on top of the materials until they appear damp.
o. Add 2cm of green materials or fresh, moist plant products. Green
materials include green leaves, freshly cut grasses, cut hedgerows, fruit
and vegetable peels, egg shells, coffee or tea residues. Green materials
also include animal manure (cow, goat or livestock feces) or dead
animals.
p. Sprinkle water on top of the green materials until they appear damp.
q. Add a thin layer of soil from the top of the ground.
r. Find a healthy soil that does not have too much clay or sand.
s. Soil holds moisture and reduces odor and flies. The soil adds living
insects and tiny organisms (too small for the eye to see). These living
organisms help the compost to break down.
t. Sprinkle water on top of the soil layer until it appears moist.
u. Repeat the layers of brown and green materials and soil until the heap is
at least 1.5 meters or 2 meters high. Add water to each layer.
v. During dry season, make the top layer flat. During rainy season, make
the top layer rounded so that excess water will run off the pile.
w. To help air to reach the layers, take a long stick and push it deep into the
heap down to the second layer of matter. Turn the stick so there is space
around the stick allowing air to enter the heap.
?
What things should NOT be added to a compost heap?
Add any of the following points that the farmers do not mention:
 Plastic, metal, or glass.
 Plants that poison people or other plants, like castor bean, acacia leaves,
and eucalyptus, do not make good fertilizer.
 Plants that have been sprayed with dangerous chemicals or fertilizers.
 Plants residues that are diseased or infested with insects. Pest eggs may
not be killed in the composting process.
 Do not add feces from dogs and cats. Only add feces from animals that
eat plants or grasses.
 Coal or charcoal ashes. These ashes reduce air in the pile and slow the
composting process.
Caring for the Compost Heap
In order for the materials to break down quickly, the farmer must watch three
things in the heap:
1. Moisture
2. Air
3. Temperature
Moisture:
59




Air:







The compost heap should feel damp, like a cloth that has been
wrung out of water.
If the heap is too wet, it will rot. If the heap is too dry, the
materials will not break down.
During the dry season, water the pile every morning and evening.
Cover the heap with plastic or build a thatch roof over the heap to
keep it moist.
When the heap feels too wet, mix more dry brown materials into
the heap.
The heap needs air to decompose. Turn the heap every 2 to 3 weeks.
Make a new heap next to the old heap restacking the materials.
Put the thick woody substances that have not decayed at the bottom of
the heap.
Next add drier and less decomposed plant materials to the middle of the
pile. These are the core materials.
Add water to these materials.
Use the rest of the materials from the old heap to cover the core
materials.
Push the air stick into the center of the pile. Turn it to allow a small
pocket of air to form.
Temperature:






The compost heap will heat up and ferment as the materials break down.
Test the temperature of the heap, five days after turning the heap.
To test the temperature of the heap, remove the stick from the pile.
Make a new hole in the middle of the pile. Let the stick stay from 10
minutes.
Remove the stick. It should feel very warm against your skin (warmer
than your body temperature). If the pile is not hot, the materials are not
decomposing. Make sure there is enough water and air reaching the pile.
In the final stages of decay, the temperature of the pile will cool.
The soil is ready if it feels crumbly, is sweet smelling and looks like
healthy brown/black soil.
Additional Information for the Trainer
Nutrient levels
In general, green matter decomposes fast and contains low levels of carbon, and
high levels of nitrogen.
Brown matter (tough, dead plant material) decomposes slowly. It contains
large amounts of carbon and low levels of nitrogen.
Too little nitrogen means the composing process will be slow; too much brown
matter and the mulch with become acidic and smelly.30
Composting in Dry Season
30
Nickel, Madeleine, De Smet, Peter, Tersmette, Tim, Veldkamp, Tom.The Preparation and Use of
Compost.Agrodok 8.Wageningen: Agromisa Foundation, 2005. Available:
http://www.agromisa.org/agrodoks/Agromisa-AD-8-E.pdf
60
When composting in dry areas or during dry season, the heap can be started in a
hole that is 60-70 cm deep to keep the materials moist.
Air
If there is not enough air in the heap the tiny organisms will not survive. The
tiny organisms use oxygen and release carbon dioxide. The carbon dioxide
needs to be released from the pile by turning it regularly.
Troubleshooting Compost Piles
Ask the farmers who have already composted:
?
?
What problems have you had with composting?
How did you solve the problem?
Add any of the following points the farmers don’t mention:
If the pile smells like rotting eggs:
 Too much moisture and not enough air.
 Turn the pile more often. Add more open holes with sticks.
 Add more brown materials. If you are composting during rainy season,
cover the pile to prevent too much moisture from the rains.
If the



pile is not decomposing (too slow):
Lack of moisture and lack of nitrogen.
Add water as needed. Add materials high in nitrogen like food peels.
Wood ash and phosphate rock will speed the process.
If the pile does not heat up:
 Too much or too little water. Turn the pile with a shovel.
 Add water if needed.
If the compost has ants, add water.
If it attracts flies, add more soil.
Additional Information for the Trainer
Rainfall and Composting
In areas with heavy rainfall, when mulch and green manures are used with the
main crop, compost is not necessary. Decomposition occurs quickly in the field,
and residues can be plowed under for the next season.31
Composting is best for dry regions where crop residues decompose very slowly
in the field. In this situation composting provides greater yields for the farmer.
31
Soil Fertility Management.Agrodok 2.Wageningen: Agromisa Foundation, 2004. Available:
http://www.agromisa.org/agrodoks/Agromisa-AD-2-E.pdf
61
Compost also gives better results than chemical fertilizers. Compost contains
more nutrients. Compost increases the ability of the soil to hold water and
improves soil structure.
Applying Compost to the Field
Ask the farmers who have experience with compost:
?
How do you apply the compost that you produce?
Add any of the following that the farmers do not mention.
 Mix a handful of compost with soil in planting holes when planting seeds.
 Add a shovel full of compost in the bottom of planting holes before
planting fruit trees.
 Spread a layer of compost on top of your soil before turning it for
planting.
 While plants are growing, make a circle of compost around the plant stem.
 For a tree, make the circle where the edge of the tree’s shade falls in the
middle of the day. Cover it with a little soil. It will slowly feed the plant as
water carries nutrients to the roots.
Field Practice: Composting
1. Split the farmers into small groups.
2. Each group will work on one of the following activities (choose the activity
which fits into the current planting cycle).
3. Gather and prepare a compost heap:
a) Remove crop residues from the field and sort them into three piles (thick
woody materials, green materials and brown materials).
b) Farmers will gather livestock manure and fertile topsoil to use for the
compost heap.
c) Farmers will cut hedges to provide green materials needed for the
compost heap.
4. Visit compost heaps owned by various farmers.
a) Test the heaps for temperature.
b) Turn the heaps together.
c) Analyze the amount of moisture in the heap.
d) Discuss crop residues used to prepare the heap.
5. Use compost to fill holes while planting a new crop.
Probe ─5 minutes
?
Do you believe the things we have discussed today? Do you believe that you
can build a compost pile to increase crop productivity on your land?
62
Ask the farmers to talk with the person sitting next to them for five minutes.
They should share any questions that they have about this practice or the
benefits of the practice. If they think composting takes too much work or have
other concerns, they should share these concerns with the person next to them.
Together they should try to find solutions.
Inform ─ 15 minutes
Ask the farmers to share concerns that they could not solve with their partner.
Discuss these concerns with the large group. Work together to help the farmers
to overcome their doubts and fears about the practice.
Practice and Coaching ─ 30 minutes
For Training of Trainers only:
1. Ask each participant to pair up with the person sitting next to him or her.
Each participant will use the lesson plan to teach the first half of the lesson to
his partner. The participants should repeat the lesson exactly as they heard
it.
2. The person listening should ask questions and pretend that he is a new
learner.
3. The facilitator will visit each pair. He or she listens to each pair, coaching
and correcting those who need help or have forgotten important parts of the
lesson.
4. After ten minutes, ask the trainers to switch roles. The one listening will now
teach the remaining half of the lesson to his partner.
5. When everyone has completed teaching, answer questions that the trainers
have about today’s lesson.
Discussing Commitments in Small Groups ─ 15 minutes
1. Choose five farmers. Ask them to stand and tell the large group the
commitments that they will make today.
2. If farmers need help, below are three examples:
a) I commit to building a compost pit next to my field.
b) I commit to making compost instead of burning the plant residues on the
field.
c) I commit to watering my compost heap each day and turning it over every
two to three weeks.
3. Pick five new farmers. Ask them to stand and share with the large group the
commitment that they made at the last meeting and their progress on that
commitment.
63
a) Praise those who have kept their commitments. Encourage those who
have not kept their commitments to continue trying.
4. Tell the farmers to meet in their accountability groups so that the other
farmers can share their commitments and progress from the last meetings’
commitment.
5. The facilitator will visit each group, helping farmers to make commitments
and helping the group to follow-up on previous commitments made by the
facilitator.
64
Lesson 8: Cover Crops to Protect the Soil
Objectives:
 Farmers will be able to list crops that can be used as cover crops: creeping
legumes such as fava beans, alfalfa, peas, lablab bean, runner beans, and
velvet beans.
 Farmers will plant creeping legumes using foot and hand measurements in
the proper dimensions along the contour between rows of tall crops.
 Farmers will be able to list the advantages of using legumes in their fields to
cover the ground surface.
o Creeping legumes cover the ground, protecting the soil from wind and
rain damage.
o Creeping legumes shade the soil, keeping it cool to increase growth
and maintain moisture.
o Creeping legumes help to suppress weed growth.
o Creeping legumes increase organic matter and improve the crop’s
productivity.
o Creeping legumes help to reduce pest damage in the field.

Farmers will believe that they are to be fruitful and produce bounty from the
land (bounty principle).
Materials:
1. Materials for the demonstration:
 Two pieces of clean paper or cloth
 Watering can or an old can with small holes in the bottom
 Water for the can
 Land with bare soil and land covered by a legume.
2. Materials for planting
 Field planted with the main crop, ready for the addition of cover
crops.
 Hoes to turn the soil for each group
 Cover crop seeds
3. A legume plant with balls of nitrogen on the roots.
4. Attendance Registers
Attendance and Troubleshooting─ 15 minutes
Fill out the attendance register of those who are present, and for each trainer of
farmer field groups.
Troubleshooting: Only for trainers who teach other farmer field groups:
1. Ask each trainer about problems that they had at their last meeting.
2. Help the trainers solve problems that they mention.
3. Thank each trainer for their work and encourage them to continue.
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Ask: David and the Scorched Land─20 minutes
Tell the following story – adapt it as necessary to reflect local customs. Use the
story and discussion questions to find out the farmer’s current beliefs and
practices related to today’s lesson.
David stopped grumbling. He marked out his land in contours. He plowed it,
turning under the weeds. He even made a hedgerow that will grow into a thick
hedge across the middle of his land. “This year’s crop will be just like yours,” he
said to the wise farmer. The wise farmer shook his head, “No, even that is not
enough. Look, the sun will scorch the ground between your rows and dry up the
moisture in the soil. The soil is still vulnerable to weeds and erosion. You are
not yet finished with your work.”
?
?
What else can David do to protect the soil from erosion and sun?
?
What actions do you take to protect your land from the sun, rain and weeds?
Are there patches of land on your field that are still vulnerable to erosion and
scorching by the sun?
Find out what the famers know already about mulching and cover cropping.
Encourage discussion. Let at least five or more people give an opinion. This is
the time for you (the facilitator) to learn what the farmers already know. Listen
for false beliefs that need to be corrected during the lesson.
Additional Notes for the Trainer:
 We hope the farmers respond to the questions in this way:
 David needs something to cover the soil around each plant and between the
rows. He could use mulch or a cover crop to protect the soil.
 Encourage farmers to share about vulnerabilities on their own land and the
practices that they use.
Share: Cover Crops─90 minutes
There are several practices that David can implement including cover crops,
intercropping (adding a second crop that covers the land) or mulching. Today
we are discussing cover crops. Cover crops are used to cover the soil.
Demonstration: Rain on Unprotected Land
1. Take the group to a piece of ground where no plants or weeds are growing just bare soil.
2. Place a piece of clean paper or cloth on the ground.
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3. Hold the watering can high above the ground and pour water onto the ground
beside the paper or cloth.
This water is just like rain falling onto the bare soil on your land.
?
How many muddy spots were made on the cloth where the water splashed?


This is what happens when rain hits bare ground.
The bare soil cannot hold the rain, and it splashes up and away from the
ground.
The soil joins the water on and washes away from the field.

1. Take the group to a piece of ground that is covered by a cover crop.
2. Place a new piece of clean paper or cloth next to the cover crop.
3. Repeat the rainfall with the watering can over the cover crop.
?
How many muddy spots were made on this cloth where the water splashed?
4. The second paper or cloth should have fewer muddy spots on it than the first
one. The plants cover the soil, hold the water and help it sink into the
ground.
?
?
?
By the end of the rainy season, which of these soils will be healthier?
Which soil has the highest living matter?
Which soil is protected from the sun and from erosion? Why?
Explain:
 This is what the wise farmer saw with David’s land.
 He had a nice hedge row to protect his land, but the soil around each of his
plant also needed to be protected.
 David needs to use different erosion practices that work together to protect
his soil.
 Burning and other local practices which reduce labor, also make the soil
highly vulnerable to erosion and loss of important nutrients.
Cover Crops Defined
Explain:
 Cover crops’ main goal is to cover the soil. By covering the soil, they help to
increase productivity.
o Hold the soil in place. The roots protect the soil from being swept
away by heavy rain and strong winds. Unprotected soil is more likely to
be swept away.
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o
o
o
o
o
?
Shading the soil to help it hold water. Shaded soil is able to hold more
water, than soil exposed to direct sunlight. This allows the main crop
to have more moisture.
Shading the soil reduces the soil’s temperature. If the soil is too hot,
plants do not germinate well. Shade allows better growth of the main
crop.
Soil that is shaded, moist, and cool will have more living and organic
matter in the soil. This will bring a higher yield than plants that are
left unprotected in a field.
Reducing the ability for weeds to grow. They take up light and space
needed by the weeds. Some crops also loosen the soil with their deep
roots, reducing weeds that live in compacted soil.
Creeping legumes are the best type of cover crop to use with maize.
Creeping legumes are low to the ground and do not interfere with
grains.
What are some creeping legumes that are low to the ground and grow
quickly?
Discuss local varieties which can be grown in DRC.
?
How can a farmer use harvested legumes?
Add any of the following that are not mentioned by the farmers:
 Can be added to children’s porridge to increase the child’s nutrition. The
more variety in a family’s diet, the healthier they are.
 Can be sold in the market as a secondary crop adding extra income.
Additional Information for the Trainer:
Pests
 Insect communities associated with cover crops may work to the farmer’s
advantage or the farmer’s disadvantage. Some cover crops attract helpful
insects that eat the insects which harm the main crop. Other cover crops
attract harmful insects causing damage to both crops.
 Nematodes (roundworms) are attracted by certain legumes living in sandy
soils and may cause increased damage.
 Test combinations of crops to find out what works best in your region.
Soil temperature:
 Roots absorb more water at higher soil temperature up to 35 degrees Celsius.
 Temperatures exceeding 40 degrees Celsius can decrease crop growth and
also decrease living organisms in the soil.
 Studies show that temperatures over 35 degrees Celsius drastically reduce
the development of maize seeds. Temperatures over 40 degrees can
completely stop the germination of soybean seed.32
32
Bot, Alexandra and Benetis José. The Importance of Soil Organic Matter: Key to Droughtresistant soil and Sustained Food Production.FAO Soils Bulletin 80. Rome: Food and Agriculture
Organization of the United Nations, 2005.
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Rainfall and Soil Conservation33
 In regions with rain throughout the year, cover crops are often better than
mulch. The cover crop takes in nutrients that the rain would otherwise wash
away when no main crop is growing.
 In sub-humid areas where it does not rain throughout the year the cover crop
may compete for water with the main crop. Trials must be done in each
region to discover the best practice.
 Mulch is a good alternative in sub-humid areas because it does not compete
with the main crop. Intercropping is also effective. It prevents erosion and
gives the farmer two crops for income and food.
 In semi-arid or dry savannah areas where rainy season is short, water is the
limiting factor. Erosion by wind or water can destroy an entire crop. Mulch is
the best option to maintain moisture and prevent soil water loss from sun
and wind.
 In mountainous areas, it is important to prevent erosion with cover crops. In
areas with enough rainfall, green manures and intercropping can be used.
For dryer areas, mulching is a better alternative.
Legumes: Increasing Nutrients in the Soil





One advantage of using legumes as a cover crop is that legumes add
important nutrients back into the soil.
Plants need three main ingredients: nitrogen, phosphorus and Potassium. If
you have ever bought a back of expensive fertilizer you will see three letters
on the bag, N, P and K.
That stands for nitrogen (N), phosphorus (P) and potassium (K).
Legumes are a natural fertilizer.
Legumes take nitrogen out of the air and put it into the soil, making the soil
more fertile.
1. Hold up the legume plant.
2. Point to the nodules on the roots.




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The small balls (nodules) on the roots hold the nitrogen.
Nitrogen is a very important nutrient used by maize and other crops to grow
and mature.
When the legume crop is harvested and the legumes are cut at ground level,
the nodules release nitrogen for future crops.
If the legumes, flower and seed, the nitrogen has been absorbed into the
plant. The nitrogen is only available by using the plant for mulch or compost.
Soil Fertility Management Agrodok 2.Wageningen: AgromisaFaoundation, 2004.
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Timing of Planting



Plan the harvesting of the cover crop and the main crop so that you will use
the nitrogen wisely.
By planting AFTER the main crop, the cover crop does not compete for water
and nutrients in the soil.
Staggering planting is best so that the legume can be harvested first giving
nitrogen to the plant that needs the richest soil (whether it’s the current crop
or the crop in the next season).
Green Manure
 When the cover crop is plowed under after the harvest (as a green, nondecomposed plant) this is known as green manuring. Green manuring
increases organic matter in the soil and improves soil fertility.
Nitrogen fixation
 If farmers have never grown beans in the field, the bacteria needed to add
nitrogen back into the soil may not be present.
 The easiest solution is to bring some soil from land where the beans were
growing previously to the new land where the crops are grown.
 To learn more, see Lesson 8.
Small Group Activity: Choosing a Cover Crop
1. Ask each farmer to get into groups based on the main crop that they are
growing. (That is all the farmers who have planted maize will form one
group. All the farmers who have planted cassava will form another group.
If any group is larger than 8 farmers, they should break into two smaller
groups.)
2. Each group must choose one or two cover crops that work well with the main
crop they have planted.
3. Each group has 20 minutes to discuss and choose two cover crops.
4. Consider the following things:
o Choose a cover crop that is highly beneficial (can be sold at the
market, used as a mulch, used for animal feed, or good to eat with
family foods).
o Choose a crop that grows quickly so it will quickly provide shade and
protect your main crop from erosion.
o Choose a crop will not compete with the main crop for space or
sunlight. (If your main crop is tall, choose a low lying crop. If your
main crop requires a lot of water, do not choose a cover crop that also
requires a lot of water). If you main crop needs full sun, do not choose
a cover crop that is tall and towers over your main crop.
o Choose a crop where the roots do not compete with the main crop. If
the main crop has deep roots, choose a cover crop with shallow roots.
o The cover crop should not attract pests or disease to the main crop.
Choose crops from different families (grain with a legume, etc).
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Additional Information for the Trainer:
Plant Depth
 Use the following information to help farmers compare the root systems of
different plants.
 Plants with shallow roots (prairie clover, leave of bean plants)
 Plants with medium roots (potato, corn, wheat and peanuts)
 Plants with deep rooting system (sugar beet, sunflower seeds, alfalfa,
sorghum and cassava)
Plant Spacing for Cover Crops


Cover crops will be planted between each row of the main crop.
Cover crops do not need to be planted between the main crop and the hedge
rows. These rows can be skipped.
?
What are the benefits of planting in rows?



Seeds planted according to the specific measurements are better quality than
plants scattered or clumped together.
Seeds planted this way, allow for air circulation around the plants.
Planted with the proper spacing, seeds do not compete for water, or food.
?
How should a farmer prepare the soil for the cover crop?
Add any of the following points that the farmers do not mention:
 Turn the soil, plowing up the crust (hard top) on the earth, so seeds can
easily sprout and grow.
 Break up large clods of soil so seeds can be planted evenly on a flat surface.
 Turn weeds under the soil to prevent them from choking plants.
Here are the measurements for the cover crops which we have discussed (Add
the measurements adapted to local context):



Spacing between plants:
Spacing between the main crop and the cover crop (for example, is it only
one row of creeping legumes, or more than one row between each maize
row?):
Seeds should be planted 5-7 centimeters deep. This means that seeds
should be pushed into the ground approximately the depth of your pointer
finger.
Field Practice: Planting Cover Crops
1. Break the farmers into small groups.
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2. Each group will prepare the soil in one or more rows of main crop, being
careful not to step on or harm the main crop.
3. Each group will plant the cover crop according to the given hand and foot
measurements.
4. Watch the farmers and help coach those who are not hoeing or planting
according to the dimensions discussed above.
5. Answer questions as needed.
Probe ─5 minutes
?
Do you believe the things we have discussed today? Do you believe that
cover crops stop erosion and increase the moisture and organic matter in the
soil?
Ask the farmers to talk with the person sitting next to them for five minutes.
They should share any questions that they have about this practice. If they
don’t believe that cover crops work to conserve soil and water, they should
share these concerns with the person next to them. Together they should try to
find solution to these concerns or questions.
Inform ─ 15 minutes
Ask the farmers to share concerns that they could not solve with their partner.
Discuss these concerns with the large group. Work with the farmers to
overcome their doubts and fears. Encourage those who are unsure to try to the
practice.
Possible concerns:
 Some may be concerned that cover crops will compete for food and water in
the soil. When a farmer is wise in using his knowledge about space, sunlight
and root needs of each plant, he will greatly increase his crop yield by adding
a cover crop. If he does not plan well, his main crop may suffer. Together
we need to share our own experience so that as a community we can learn
the best combinations of crops for this region.
Practice and Coaching ─30 minutes
For Training of Trainers only:
1. Ask each participant to pair up with the person sitting next to him /her. Each
participant will use the lesson plan to teach the first half of the lesson to his
partner. The participants should repeat the lesson exactly as they heard it.
2. The person listening asks questions and pretends that he is a new learner.
3. The facilitator visits each pair. He or she listens to each pair, coaches and
corrects those who need help or have forgotten important parts of the lesson.
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4. After ten minutes, ask the trainers to switch roles. The one listening will now
teach the remaining half of the lesson to his partner.
5. When everyone has completed teaching, answer questions that the trainers
have about today’s lesson.
Discussing Commitments in Small Groups─ 15 minutes
?
What are the two things that you will do in the accountability groups?
1. Make a verbal commitment of something new you will do in the next two
weeks based on this lesson.
2. Each farmer will report on the commitment that you made at the last
meeting.
Choose five farmers. Ask them to stand and tell the large group the
commitments that they will make today.
2. If farmers need help, below are three examples:
 I commit to adding prairie clover as a cover crop to my cassava
field.
 I commit to talking with my neighbor about his cover crop to find
out how it has improved his land.
 I commit to buying legume seeds to plant with my grain.
3. Pick five new farmers. Ask them to stand and share with the large group
the commitment that they made at the last meeting and their progress on
that commitment.
 Praise those who have kept their commitments. Encourage those
who have not kept their commitments to continue trying.
4. Tell the farmers to meet in their accountability groups so that the other
farmers can share their commitments and progress from the last
meetings’ commitment.
5. The facilitator visits each group, helping farmers to make commitments
and helping the group to follow-up on previous commitments.
1.
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Post-test
Two questions are included from each lesson in this test. Before and after a
lesson, give this test to evaluate understanding of the material. For those
participants who score less than 75% on the post-test, provide them with
additional training to ensure the material is clearly understood.
1. What are the four things that soil needs to be healthy?
a. ____________________
b. ____________________
c. ____________________
d. ____________________
2. Name two ways that organic matter (living and dead matter in the soil) helps
the farmer to increase crop yields?
a. ____________________
b. ____________________
3. Name one local practice that decreases soil fertility.
a. _______________________________________________
4. Describe how a farmer measures the contour of his field?
________________________________________________________________
________________________________________________________________
5. What are the recommended measurements between each plant and each row
of sowed maize?
________________________________________________________________
6. What are the recommended measurements between each plant and each row
of sowed groundnut?
________________________________________________________________
7. Name two benefits of hedgerows.
a. _____________________________________________________
b. _____________________________________________________
8. How does a farmer decide how many hedgerows are needed on his land?
________________________________________________________________
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________________________________________________________________
9. Name two crops that can be used as cover crops.
a. ____________________
b. ____________________
10. Name two ways that cover crops help farmers to protect their soil.
a. ____________________
b. ____________________
11. Which of the following practices is most effective for retaining moisture in
the ground during a SHORT rainy season?
a. intercropping
b. mulching
c. cover cropping
d. composting
12. How thick should mulch be layed on the ground?
________________________________________________________________
13. What is the difference between green and brown compost materials?
________________________________________________________________
14. What three things must a farmer do to help his compost pile break down?
a. ____________________
b. ____________________
c. ____________________
15. True or False. (Circle your answer). Land that is planted with the same
crop each year is less fertile than intercropped land (or land with rotating crops)
each year.
16. Give the names of three crops that can be intercropped. Give the
recommended measurements between each plant and each row of these crops.
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Answers to post-test
For those who score less than 75%, provide additional training in areas of weak
performance.
1. What
a.
b.
c.
d.
are the four things that soil needs to be healthy?
Living bugs and insects
Decaying insects, animals and plant materials
Air to allow roots to grow and air to penetrate
Water to feed plants
2. Name two ways that organic matter (living and dead matter in the soil) helps
the farmer to increase crop yields?
a. Helps the soil to hold water
b. Add nutrients back into the soil
3. Name one local practice that decreases soil fertility.
Any negative local practice is correct including:
e. Slash and burn
f. Plowing in vertical rows running down the slope of the field
g. Planting the same crop year after year on the soil
h. Not practicing soil and water conservation (cover crops, mulching,
intercropping, hedgerows, composting, etc.)
4. Describe how a farmer measures the contour of his field?A farmer uses an Aframe to mark a line running horizontally along the slope of this field.
5. What are the recommended measurements between each plant and each row
of sowed maize? Maize is planted three foot lengths between each row and two
foot lengths between each seed.
6. What are the recommended measurements between each plant and each row
of sowed groundnut? Groundnut is planted one foot length between each row
and one foot length between each seed.
7. Name two benefits of hedgerows for the farmer.
Any one of the following answers are correct:
a. Hedgerows slow rain water washing down the field.
b. Hedgerows help to hold water in the field
c. Hedgerows increase soil fertility.
d. Hedgerows provide materials for mulch and compost.
e. Hedgerows provide fodder for livestock.
8. How does a farmer decide how many hedgerows are needed on his land?
The first hedgerow is placed 10-20 meters from the highest point on his land.
He then walks backwards down the slope of the hill with one his arms
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outstretched. When the previous contour can be seen at the end of the
outstretched, level arm, he adds another hedgerow. He repeats this exercise
until he has reached the lowest point on the land.
9. Name two crops that can be used as cover crops.
Any two of the following answers are correct:
a. Fava beans
b. Alfalfa
c. Peas
d. Lablab bean
e. Runner beans
f. Velvet beans
10. Name two ways that cover crops help farmers to protect the soil.
Any two of the following answers are correct:
a. Cover the ground and protect the soil from wind (erosion).
b. Protect the soil from rain (erosion).
c. Protect the soil from heat (provides shade).
d. Reduce weeds
e. Add organic matter (nitrogen) back into the soil.
11. Which of the following practices is most effective for retaining moisture in
the ground during a SHORT rainy season?
a. intercropping
b. mulching
c. cover cropping
d. composting
12. How thick should mulch be layed on the ground? Mulch should be 5-10 cm
deep.
13. What is the difference between green and brown compost materials?
Green materials are fresh and moist. Brown materials are old, dried and usually
brown in color.
14. What three things must a farmer do to help his compost pile break down?
a. Turn the compost pile (give the compost air)
b. Monitor the temperature of the pile; make sure it gets hot
c. Water the compost (keep it moist)
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15. True or False. (Circle your answer). Land that is planted with the same
crop each year is less fertile than intercropped land (or land with rotating crops)
each year.
16. Give the names of three crops that can be intercropped. Give the
recommended measurements between each plant and each row of these crops.
(Add one group of recommended plants for intercropping and their
recommended measurements)
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