vhsesourcebook

Plant Protection

Preface
Dear Teacher,
The activity based, process oriented and learner-centred pedagogy is
being introduced in the Vocational Higher Secondary Classes. It
becomes imperative to make significant changes in the learning process
as well as in the evaluation system for its successful implementation.
Accountancy and Auditing is the most popular course offered under
commerce based vocational courses. Through practicals and practices,
learners and equipped to get wage employment or self employment
after completing the course. So it requires a learning methodology
which facilitates to adapt the current trends of business process.
This sourcebook has been designed in such a way to help the teacher
to provide suitable learning activities for effective learning. The success
of the approach depends upon the vision and commitment of the
teacher. For the preparation of the sourcebook, the SCERT Kerala
has drawn the expertise from the field of commerce as well as the
pedagogic expertise of higher secondary teachers. This book provides
guidance on theoretical and practical aspects of the subject as well as
opportunities for planning the activities needed for the transaction of
the curriculum and the evaluation process.
We solicit your comments and suggestions for the improvement of
the sourcebook.
With regards,
Thiruvananthapuram Dr. E. Valsala Kumar
05.07.2005 Director
SCERT, Kerala

INTRODUCTORY AGRICULTURE
Introduction
Agriculture is a way of life. India is the land of agriculture and Kerala is the land of spices.
In India more than 60% of the population depend on agriculture for their livelihood.
Agriculture has played an important role in socio cultural changes that resulted the evolution
of a civilised society. As a branch of science, agriculture has contributed much to fulfil the
various needs of human beings. As the availability of cultivable land is less in Kerala, a
diversified multitier cropping system is adopted by the state.
Agriculture is the back bone of Indian economy. It contributes about 1 / 3 rd of the national
income and provides employment to 40% of the population either directly or indirectly.
Agriculture is the major contributor of raw materials to industries. Agriculture helps to earn
valuable foreign exchange through the export of spices and other agricultural commodities.
Considering this paramount importance, the government is keenly interested in the
development of this sector for the welfare of the nation. Agriculture is an important sector
that is utilising the advantages in information technology effectively. Agriculture is an
important identified area where IT enabled education can be practiced successfully.
Agriculture can be broadly classified into two plant science and animal science. Under the
plant science we have Agronomy, Horticulture and Forestry. Among the Animal Science,
Animal Husbandry, Poultry and Fisheries are the important branches.
A number of institutions related to Agriculture are functioning in our country engaged in R
& D, Teaching, Extension and Training activities for the welfare of the farming community.
Some international institutions are also functioning in our country.
Agriculture has an inherent flexibility to accept and utilise the global changes for its growth,
development and innovations and it will remain as a way of life for the generations to come.
Curriculum Objectives 1
Student understands concept of agriculture, its importance and the branches through
discussion and collecting information.
WEATHER AND CLIMATE
Agriculture depend on monsoons. Irrespective of the irrigation facilities created, the successful
agriculture is still governed by the rains. The word monsoon was derived from an Arabic
word "Mousan" which means 'wind'. As plant growth is governed by the climatic factors,
its study has developed into a science called Agricultural Meteorology. Here we study the
various weather elements like temperature, wind, relative humidity, rainfall and sunlight in
relation to plant growth and their interaction in creating a suitable conditions for cultivation.
These weather elements are continuously monitored, recorded and weather forecasting is
done based on the interpretation made. In India we are using satellite systems and super
computers for the collection and analysis of weather data and weather forecasting. Besides,
the weather data can also be used for the forecasting of pest and disease outbreaks.
In Kerala we have two monsoons. The SW monsoon popularly known as 'Edavapathy'
which commences from the last week of May to 1st week of June which contributes to 60%
of the water received through rainfall. The 1st crop season of paddy i.e., 'Vrippu' coincide
with this monsoon. The NE monsoon is known as "Thula varsham' which commences by
September. The second crop season called "Mundakam" coincides with this period. NE
Monsoon contribute to 30% of water received through rainfall.
Agriculture depend upon vagaries of nature and this variations are closely monitored by
using different meteorological equipments. This help to successfully forecast the conditions
which will lead to the betterment of crop production.
Curriculum Objectives 1
The student understands weather and weather elements in relation to agriculture through
observation, discussion, comparison etc.
Syllabus
l Weather
l Climate
Weather elements related to Agriculture
l Temperature
l Wind
l Rainfall
l Sunlight
Learning Activities - 'Know Weather'
Group Discussion
Groups of 5 students. The students are asked to discuss the points given in the point card
using paper cuttings related to weather and climate, Insat pictures, weather data of the previous
day collected from media.
Materials
l Paper cuttings
l Insat Pictures
l Weather data of the previous day.
l Point cards - Factors influencing plant growth - Identify weather elements and their
importance in plant growth.
Consolidation
The teacher consolidates the factors like temperature, rainfall, wind, sunlight that influence
plant growth; facilitates to differentiate weather and climate and their importance in plant
growth.
Experimentation
Aim : To find out the variation of Temperature in a day by recording it at hourly intervals.
The teacher leads a discussion by asking "Why carrot/cauliflower" cannot be cultivated in
plains"? and points to the importance of temperature in determining cropping pattern. The
teacher facilitates to conduct an experiment to record the variation in temperature in a day
and find out the maximum temperature recorded in that place.
Materials
Thermometer
Graph Paper
Methods
l Record Temperature from 9am to 4pm on hourly intervals. (Room Temperature)
l Plot the values on a graph paper and draw the variation curve.
l Find out the time at which the maximum temperature in a day is recorded.
l Interpret the results in relation to plant growth through discussion.
Facilitate to record temperature and plot the curve,
Facilitate to know the importance of temperature in deciding cropping pattern.
Consolidation
Influence of temperature on crop growth and activities.
Crop growth - Sowing
Activities like Spraying
Harvesting
Crop Selection
Teacher also consolidates that the cropping pattern in a place is related to the maximum
temperature in that place.
Product
l Notes
l Temperature variation curve
Reference
Principles of Agronomy - Yellamanda Reddy
Handbook of Agriculture - ICAR
'CD' on relevant topic.
Principles of Agronomy - V.T.Subbiah Mudaliar
Evaluation
What do you know about weather and climate?
What is the difference between weather and climate?
What will you do to cultivate cabbage/cauliflower in plains?
Explain how rainfall affects cultivation?
Curriculum Objective 2
Student identifies meteorological equipments through observation and making notes.
Students understands the concept of weather forecasting in Agriculture.
Syllabus
Identify Meteorological equipmets
Thermometer
Maximum
Minimum
Wet bulb
Dry bulb and
Soil Thermometers
Wind
Direction - Wind vane
Velocity - Cup Anemometer
Rain fall
Rain gauge
Sun shine
Sun shine recorder
Evaporation
US Open pan Evaporimeter
Radio sonde
Radar
Satellite Pictures
Learning Activities - Identify weather instruments
The teacher asks the students to discuss the weather data collected and list the weather
elements. The teacher facilitate the students to list the instruments used to measure weather
elements and supplements the information.
Discussion Materials
Students are asked to collect weather data of the previous day from TV, Radio and
Newspaper.
The teacher consolidates the weather elements and instruments used to measure them.
Field visit
The teacher discuss the objectives of field visit and evolve the format for observation
and questionnaire for interview. The teacher leads a discussion on weather forecasting
by emphasising its importance and asks question like "why do we forecast"
Format for observation
Sl.No Name of Instrument Use Unit of
Measurement
Questionnaire for collecting information on weather forecasting.
1. What are the parameters recorded?
2. When these parameters are recorded?
3. How the data is interpreted?
4. How the forecast is made?
5. Do you receive weather data from other station?
6. Is the weather data is shared with other stations.
7. How the forecast is given to farmer?
8. Why there is uncertainty in weather forecasts?
9. Is there any cerntralised facility for weather forecasting in India?
Format for collection of monthly rainfall data of the previous year (refer next C.O. in
Unit II) (Format)
Year Month Jan Feb Dec
Depth of
Rain fall
Consolidation
Identification of Meteroligical equipments
Summarise weather forecasting.
Product
Notes on meterological equipments and forecasting with diagram of weather instruments.
Reference
• Principles of Agronomy - Yellmande Reddy
• Principles of Agronomy - Subbiah Mudaliar
• CDs
Evaluation
l Explain weather elements and the instruments used to measure them?
l What is weather forecasting. How it is done?
l How the weather forecasts help the farmer?
Match the following
Temperature ...............................
............................... Rainguage
Wind velocity ...............................
............................... Sunshine records
Wind director ...............................
Curriculum Objective 3
Student identifies the different Agricultural seasons in relation to monsoon and make
notes through observation and discussion.
• Provide Time scheudle
• Evolve Questionnaire
and format
• Identify the equipments
Syllabus
Monsoons of Kerala
Seasons of Paddy/Agricultural seasons in Kerala
Learning Activity- Monsoons
Group discussion
The students are asked to analyse the rainfall data
collected in the previous curriculum objective
(CO-2) and initiate discussion based on point card
and other materials mentioned.
Grouped into 5.
Materials
Rainfall data collected during field visit (Refer Unit
II, C.O II)
Crop calendar, pachangam, paper cuttings on
seasons.
Consolidation
The teacher consolidates the months having high rainfall and group them as June to August
and September to December and identifies the monsoons as Edavapathy and Thulavarsham.
The monsoon seasons are then linked with crop calendar and identify the agricultural seasons
in Kerala as Virippu (April, May - September-October), Mundakam (September, October -December,
January) Puncha (December, January - March, April).
Product
Notes, Report of field visit.
Reference
• Principles of Agronomy - Yellmande Reddy
• Principles of Agronomy - Subbiah Mudaliar
• CDs
Evaluation
Explain the monsoon in Kerala using a graph showing rainfall?
What will happens if there is no monsoon?
Why 'Thiruvathira Njattuvela' is so important in Kerala?
Point card
Analyse the data and group the
months having high rainfall.
Campare with crop calender and
identify the Agricultural season.
Facilitate to analyse Rainfall data
and identify monsoons.
Identify the seasons.
SOIL SCIENCE

Fertile soil is the gift of God. It is the outer most layer of earth crust which supports plant
growth. It consist of organic matter, mineral matter, micro-organism air and water which
makes it a self sufficient system. Study of soil is of paramount importance in successful crop
production. Soil profile is the vertical section of soil from surface to the bedrocks revealing
different horizons. Study of soil profile helps to understand the nature of soil in relation to
plant growth.
The soil properties like structure, texture, pH, colour, water holding capacity etc., decide the
selection of crops and crop growth. Crops usually faces soil borne problems like acidity,
salinity, nutrient deficiency, toxicity etc. The timely identification and rectification of these
soil problems is necessary for successful crop production.
Soil erosion is one of the most important problems in the Agricultural scenario and has
social impact like shortage of water, loss of cultivable area, low productivity etc. The main
agencies of soil erosion are water and air in motion. The study of types of erosion, and the
various methods to control erosion will help to reclaim, improve and sustain agriculture
land. This lead to the concept of watershed for the maximum utilisation of available natural
resources.
The skill to take soil samples for testing is very important for scientific analysis of soil. The
soil test result obtained from the lab should be clearly interpreted and the fertiliser
recommendation should be suitably modified. This ensures efficient use of fertiliser and
saves money.
Curriculum Objectives 1
Student recognises soil profile, its importance and properties through a project. The
student understands the methods of alleviating acidity and salinity.
Syllabus
Soil profile, Components of soil
Soil properties
Structure
Texture
pH
Colour

Water holding capacity
Saturation
Field capacity
Permanent wilting point
Learning Activity- Soil study
The students are grouped into five member groups and asked to discuss the point cards.
Discussion material
Point card
- No vegetation on rocky area
- Good growth of crops in a cultivated area
- Soil factors affecting plant growth
- Make a Hypothesis
Project
For testing hypothesis from the previous activity
Objectives
Soil profile study
Soil property study
Acidity
Salinity
Materials
Hard board for pasting soil samples (1m x 0.3m). Gum, Implements for taking pits of 1M
depth, pH paper, measuring cylinder, textural triangle (Attached), Soil from different places
(sandy, loamy, clayey), Meter scale, soil collecting materials, Liming materials, Gypsum.
Collect soil from different places like coconut, paddy fields and barren land. The facilitator
asks the students to feel the texture and identify the soil as Sandy, loamy or clayey. Visually
judge the colour of the soil and determine acidity or alkalinity using pH paper and fill the
format.
Format for tabulating Soil properties
The teacher consolidates the difference
between a rocky area by pointing on soil
depth and its importance in plant growth.
Teacher facilitates to make hypothesis
that 'Soil factors determines plant growth'.
Teacher consolidates the soil factors as
soil depth, structure, texture, acidity,
salinity.
Soil profile preparation
l Take a pit of 1m depth or select a site with 1m depth
l Collect soil from different layers (horizons) and record depth from the surface in each
case.
l Sample from each layer is pasted on the hard board according to its depth.
To find size fraction using measuring cylinder
l Take 100g. of soil sample and put it inside the measuring cylinder and make it saturated
with water and find the total height of soil.
l Pour excess water and stir it well using a glass rod.
l Allow the materials to settle down. Compare the height of different sediment layers.
l Based on the height of different layers find out the percentage of each layer.
l Find out the texture using textural triangle.
l To take profile pit, identify horizons, collect samples from horizon.
l To prepare soil profile model on the hard board.
l To collect soil from different places. (Paddy, coconut, barren land)
(to study soil property)
l To find size fraction using measuring cylinder.
l Identification and texture using texture triangle
l Visually judge the colour as Red, Brown, Yellow, Black.
l Identification and correct the pH using pH paper.
Consolidation
l Preparation of soil profile
l Differentiate soil horizons
Differentiate alluvial and alluvial horizons.
l Identify and classify soil into different Texural classes like sandy, loamy and clayey.
l Identify the pH of soil sample collected using pH paper and classify soil as acidic,
neutral and alkaline.
l Identify the colour through visual judgement into red, brown, black or yellow.
l Alleviating acidity and salinity by adding soil ameliorants.
Product
Profile model through project. Project report, notes on soil properties, acidity, salinity
and rectification of soil problems.
References
l Handbook of agriculture - ICAR
l Fundamentals of soil by Shai V.N
l Soils in our environment - Reymond W.Miller
l Soil fertility and fertilisers - Tisdale and Nelson.
l Soil and Environment - An Introduction - Allen Wild.
l CD
Evaluation
1. What do you know about soil profile/Soil horizon?
2. How will you conduct the study of soil in a particular panchayath?
3. Explain soil profile using a diagram
4. How will you classify the following soils with pH values given below.
8, 6.2, 5, 7
5. Decide which is the best structural and textural class for ideal plant growth.
6. Imagine you are an Agricultural Assistant. How will you respond to yellowing in paddy
in a field?

Curriculum Objectives 2
Student compares different soil types of Kerala and prepares an assignment through
collection, observation, classification and tabulation.
Syllabus
Soil types of Kerala
a Laterite
b Forest loam
c Brown Hydromorphic
d Hydromorphic saline
e Black soil
f Riverine alluvium
g Onattukara Alluvium
h Kuttanadu Alluvium
i Red Soil
j Costal Alluvium
Learning Activity - soil types
The teacher leads a discussion by assessing the previous knowledge of students on soil
types of Kerala. Based on this the teacher asks the student to prepare individual assignments
on different soil types of Kerala including points like location of soil types, crop cultivated
and map of Kerala showing different soil types.
Materials
Books and Articles for references photographs, paper cuttings.
Consolidation
Different soil types
Location in Kerala
Crops cultivated
Map of Kerala showing different soil types.
Product
Assignment
Reference
Farm guide
Department of soil survey
CD
Evaluation
Describe different soil types of Kerala
What crops would you recommended for different areas of Kerala from the given set of
crops depending on soil types?
(Coconut, paddy, Rubber,, Banana, Cardamom, Tea, Coffee, Tapioca)
Identify the soil type in your area and recommend suitable crops?
What do you know about Kuttanadu Soil?
Curriculum Objectives 3
Student understands soil erosion, type of erosion, agencies of soil erosion and
conservation, watershed through experimentation, observation, discussion and making
notes.
l Introduce the different soil
type of Kerala
l Providing References

Syllabus
Soil erosion
Types of soil erosion
Geological erosion
Accelerated erosion
Water - splash, sheet, Rill, Gully erosion
Wind - Saltation, suspension, surface creep.
Soil and water conservation method
Agronomic -mulching, contour farming, strip cropping
Alley cropping, multitier cropping
Engineering methods - sub soiling, soakpits, contour bunding, bench terracing, check
dams, gabions.
Water shed
Rain water harvesting
Learning activities - How it erodes?
The teacher initiates a discussion on soil erosion by providing materials like photographs,
paper cuttings on soil erosion and facilitate to recollect the previous knowledge on soil
erosion like agents of erosion and types of erosion.
The teacher consolidates the erosion as transportation of soil particles from one place to
another by wind or water in motion.
The students are asked to do an experiment to understand the different types of erosion by
water and air.
Experiment
Group of 5 students
Materials
Dried soil and water, sprayer for sprinkling water, white paper, photographs, paper
cuttings, IT.
Procedure for water erosion
l Make a heap of dried soil.
l Sprinkle water from top using sprayer.
l Hold a white paper near the heap and observe the splash of soil particles.
l Observe the different types of erosion like sheet, rill and gully erosion by continuously
spraying water on the top of heap.
Materials on
gabions and Rain
water harvesting
attached.
Procedure for wind erosion
l Keep the soil on the white paper
l Blow air from one side.
l Observe erosions like saltation, surface creep and suspension.
Format for observation.
Sl.No Type of erosion Characteristic Remarks
features
Consolidation
Types of soil erosion through experimentation
Sl.No Type of erosion Characteristic Remarks
features
1. Splash Soil partides, jumps trom leads to sheet
are points to another by erosion
the tilting water.
2. - - -Discussion
Teacher leads the discussion by asking a question like how will you cultivate crops on
almost plains, sloppy and steep slopes by conserving soil and water.
l Help students to identify and classify various soil conservation methods.
l To identify modern methods such as gabions.
l Rain water harvesting
Teacher consolidates the conservation methods as.
l Agronomic and Engineering methods
l Concept of watershed to conserve soil and water
l Modern methods of conservation
l Rain water harvesting.
l To facilitate to conduct the
experiment.
l To identify different type
of erosion like splash,
sheet, Rill, qulley.
l To identify the concept of
watershed through the
experiment. Concept of
watershed as an area from
which water drains into a
common point as observed
in the experiment.
Product
Notes on soil erosion, Agencies, conservation methods, watershed and rainwater harvesters.
Experiment results.
Reference
l Handbook of Agriculture
l Fundamentals of soil - U.N.Shai
l A textbook of soil and water conservation - G.S. Sainil
l Soils in our environment - Raymand.W.Miller and Roy.L.Donder
l Soil and the environment - An introduction - Alan wild.
Evaluation
l What do you know about soil erosion?
l How does soil erosion happen?
l If you change the slope of the land, what will happen?
l Decide which is the best method of cultivation in steep slopes - why?
l Which would you think in more effective in soil and water conservation aspects - A
natural boundary or an artificial boundary (Panchayat)?
l Many local bodies insist on water harvesting structures to the included in the plan of
new buildings for its approval. Do you think it is necessary?
FOR REFERENCE
Gabions
Gabion are box shaped cages of steel wire mesh. The units are filled with rocks and connected
to one another to form monolithic mass gravity retaining structures. The gabions can be
easily configurated in an infinite number of ways to suit the uniqueness of construction
project.
Soil Reinforcement & Slope Stability
All soils. whether cohesive or granular, have poor resistance to tensile stresses. Therefore,
under loads, soils are prone to movement and potentially failure. Instead of replacing these
soils with more competent and expensive materials. it may be possible to reinforce the existing
soil with products to enhance the load carrying capacity of that soil.
Hydraulic & Erosion Control & Soil Bioengineering
Erosion of the earth occurs when the shear force applied by water, ice or wind (or other
external influence), exceeds the shear resistance of the surface it is in contact with. Base and
Asphalt Reinforcement
As State and Federal budgets are stretched ever further, it is necessary to provide solutions
that will last longer. require less maintenance and operate more reliably. Maccaferri has a
range of solutions that offer efficiencies in the construction of paved and unpaved highways.
Rock fall netting
Due to space constraints in this congested world. there are times when development takes
place in areas that previously would not have been selected for infrastructure or building.
Maccaferri is able to offer rock fall mitigation solutions to suit many applications.
Military, Flood. Fire
Due to their modular nature. gabions can be used to construct semi-permanent or permanent
structures for a wide range of military installations. They are rapid to install, requiring relatively
unskilled labor. They are flexible, robust and can be amended on site to suit local conditions.
Architecture
Gabions are becoming increasingly popular in architectural applications.
We manufacture double twisted steel wire mesh, which we fabricate into products of varying
form and function; from gabions to Green Terramesh soil reinforcement to Road Mesh
Davement reinforcement.
Soil erosion is an ever present problem and gabions have proved to be a lasting solution
around the world. The earliest known use of gabion-type structures was for bank protection
along the Nile River during the era of the Pharaoh. In the subsequent 7,000 years since its
initial use by the Egyptians, the gabion system has evolved from baskets of woven reeds to
engineered containers manufactured from wire mesh. The lasting appeal of gabions lies in
their inherent flexibility. Gabion structures yield to earth movement but maintain full efficiency
and remain structurally sound. They are quite unlike rigid or sem-rigid structures which may
suffer catastrophic failure when even slight changes occur in their foundations.
Highly permeable, the gabion structures act as self draining units which "bleed" off ground
waters, relieving hydrostatic heads. Interstitial spaces in the rock fill dissipate the energy of
flood currents and wave action.
Gabion efficiency, rather than decreasing with age, actually increases. During early periods
of use, silt and vegetation will collect with the rock fill to form a naturally permanent structure
and may be used to remove solid pollutants or ''fIoatables'' from the water. Gabions are
implemented into the construction of many different types of structures and have been used
extensively in Europe during the past 100 years. Starting from the ground up, Modular
Gabion Systems are truly revolutionary. We've challenged traditional gabion design to create
a strong, flexible, dimensionally stable product which assembles quickly and easily. These
factors contribute to installations which look better, last longer and cost less over the project
life than those constructed of competitive products
Rainwater Harvesting
What is rainwater harvesting?
Rainwater harvesting is the collection of raindrops. In most cases, a roof is used for this
purpose. The rainwater then flows through the gutters, into a collection tank. The size of the
tank is dependant of the amount and purpose of the water but also of the annual rainfall and
the size of the roof. A normal sized tank for a roof of 20 to 40 square metres is 10 cubic
metres. The collected water can be used for small scale irrigation (of vegetable gardens etc.),
clothes washing, bathing and after treatment also for drinking and food preparation.
Where is Rainwater Harvesting used?
In areas where no piped water supply is available, a dug well is not applicable (eg when
there is no suitable aquifer) or when gray water is needed because potable (treated) water is
too expensive, rainwater harvesting can be a good solution. Sometimes a river or stream is
not close at hand or the soil is not deep enough to sink a well. In these cases rainwater
harvesting can be the only way to provide water for domestic purposes. Rainwater harvesting
is also used in addition to existing water supplies; think of the rainwater-barrel next to every
old house in Northwestern Europe!
Very often the main objective of an aid-project is to 'improve health conditions through
providing clean water'. A well can provide enough water for up to 250 people and would be
a good water supply for a small community. However, when families are scattered across
the land and a dirty puddle or stream is nearer, those families might not use the clean well
around the whole year. In these cases a personal supply system would be preferred. Within
dense communities like (sub-) urban areas, a piped water supply system is usually the best
option. In small, poor and scattered communities in the rural area, a piped system is much
too expensive and maintenance could be a huge problem. Conclusive you can say that
when pipelines are too expensive and one central well or pump would not be used all around
the year, a 'personal' rainwater catchments system can be a very good solution.
The advantages of rainwater harvesting
Rainwater harvesting systems are integrated with the house which makes the water easily
accessible. Rainwater harvesting systems are personal which prevents arguments about who
should take care of maintenance. Installation costs are low; roughly some 250 US$ per
system including a slow sand filter while sustainability of the construction is larger than that
of a pump or well. The required skills are present in ANY community which makes adaptation
easy. The used materials can be kept simple, are obtainable nearly everywhere at local (low)
cost price. The construction is easy and cheap in maintenance.
Disadvantages of Rainwater Harvesting
The annual rainfall is limited to a minimum of roughly 2000 mm/year and should be spread
in at least two (long) rain-periods of three months without total drought in between. Cost per
capita is higher for a rainwater harvesting system than for a communal pump or well. Personal
systems do not improve social activities (nor do they necessarily spoil them). Some kind of
organisation, structure or retailer should be and stay present after construction to supply the
users of spare parts and repair materials.
PLANT NUTRITION

Curriculum Objective 1
l The student becomes aware of elements required by plants, Macro and micro concept
in plant nutrition functions, deficiency and toxicity symptoms of plant nutrients.
Syllabus
i) Elements of plant nutrition
ii) Important macro (C, H,O,N,P,K, Ca, Mg, S) and micro nutrients (Cl, Fe, B, Mn, Zn,
Cu, Mo)
iii) Function, deficiency, toxicity
Learning Activity
1. Whole class discussion
The teacher leads the discussion by asking whether the coconut palm in his homestead or
near a compost pit has better yield. From his response the concept of plant nutrition is
introduced. Elicits previous knowledge through simple and proper questions.
The facilitator peruse discussion and supplements.
The essential elements required by plants.
2. The facilitator presents a chart on micro and macro elements required by plants
l Primary & Secondary nutrients.
3. Elicits previous knowledge related to functions of NPK
l Facilitator supplements - using power point/chart
4. Concept of deficiency introduced by showing yellowing (N deficiency) in paddy
seedling.
Facilitate to present CD/Slide show/photographs showing the various deficiency
symptoms.
5. Toxicity symptoms of NPK to be presented as CD/slide show/photograph
l Facilitator supplements - relevant information.
Materials
Chart
CD
Slides
Photographs
Consolidation
The teacher consolidates the discussion on the important elements of plant nutrition
classifies into macro, micro, primary and sencondary nutrients. Teacher consolidates
the functions of nutrients, difiency and toxinity symptoms in plants.
Product
l Pupils prepare notes individually.
l Chart showing micro and macro nutrients, their functions, deficiency, toxicity.
Reference
l Fundamentals of agronomy - Gopal Chandra De
l CD on toxicity
l Farm Guide - (KAU)
l Package of Practice by KAU
l Principles of Agronomy by T.Yellamanda Reddi, Prof.G.H.Sankara Reddi, Kalyani
Publishers, Second Revised Edition, 1995.
Vocational skill
l Ability to identity various symptoms of deficiency Toxicity - NPK
l Extension skill
Evaluation
1. What are the functions of NPK?
2. What symptoms are visible if you apply excess of NPK in paddy field?
3. Suppose farmer approaches with paddy seedling having yellowing, can you site the
reason for yellowing, what advise will you give him?
4. When asked to prepare a chart on macro, micro plant nutrients Akhil prepared a chart
as follows. Examine and make corrections if necessary?
Macro nutrients Micro nutrients
N Al
Fe P
K
Curriculum Objectives 2
Ability to identify, classify and apply fertilizers by collection method demonstration.
Ability to convert nutrient recommendation into fertilizer and to understand the logic
behind this.
Syllabus
(i) Type of Fertilizers - Straight, complex, mixed
(ii) Fertilizer calculation
(iii) Application method - Broad cast, placement, foliar, fertigation.
Learning Activity - "FERTILIZER KNOW - HOW"
Ask student to Collect samples of Fertilizers.
- Details required
(a) Name of Fertilizer, Nutrient element
(b) Percentage of Nutrient
(c) Depots / Manufactures name
(Combine this with activity "PESTICIDE KNOW-HOW" unit - 9)
The students share the collected data and pool them together.
Facilitator -helps
the groups to classify the fertilizer into
(a) with one nutrient
(b) more than one nutrient
Facilitator consolidate group (a) as straight fertilizer and (b) as complex or mixed fertiliser.
Note: Mixed fertiliser are physical mixture of fertilizers. Complex fertilisers contain
more than one nutrient manufactured by particular firm.
Supplements information - Percentage of Nutrients
Other Fertilizers not in collection.
Format for data collection.
Sl.No Name of Name of Physical Cost/ % of Straight/
Fertilizer Manufacturer appearance kg Nutrient Complex/
(Granule, powder N P K mixture
colour)

Groups complete the table with the relevant data.
Product: Filled up table, prepared notes.
2. Fertilizer Calculation:
Facilitator provide the table of the previous activity and fertiliser recommendation. He
leads a discussion on the need of conversion of nutrients to fertilizer. Quoting the example
of urea.
Urea contains 46% N i.e., 100kg urea contain 46kg Nitrogen. If a plant need 100kg
'N', the quantity of urea required is calculated as 100 46
100 ´ kg. Students select some
fertiliser from their table. They calculate the quantity of fertilizer based on the above
method. Try a complex fertiliser also. Facilitator provides the area conversion table.
Table Area Conversion Table
1 ha = 10,000m 2
1 Acre = 4,000m 2
1 ha = 250 cent
1 Acre = 100 cent
1 ha = 2.5 acre
1 cent = 40m 2
Facilitator provides mock recommendation for a crop for 1ha like 100:100:100, 50:50:50Kg
N-P-K etc. Facilitator provides a sample calculation as follows:
For Example Recommendation 100:100:100 kg/ha .N.P.K. Calculate the amount of Urea
S.S.P and MOP required for 1 ha, 1 Acre, 50 cents.
Step 1
Recommendation of crop 100:100:100kg/ ha N.P.K
Step 2
Area = 1ha
Step 3
Fertiliser with nutrient content
Urea = 46% N
SSP = 18%
MOP = 60%K
Step 4
Quantity of urea for 1 ha = 100 46
100 ´ = 217kg

Quantity of SSP for 1 ha = 100
18 ´100 = 500 kg
Quantity of MOP for 1 ha = 100
60 ´100 = 166 kg
Quantity of urea for 1 Acre = 2.5
217 ´100 = 86.8 kg
Quantity of urea for 50 cents = 250
217 ´50 = 43 kg
Ex II
Recommended fertiliser for single plant is 1:2:3 NPK kg/plant/year. Calculate the quantity
of urea, SSP and MOP required for 1 ha (Spacing 10 x 10m).
Step 1
Refer Ex.1to 3
Step 4
No. of plant = 2 100m
2 10,000m
10
1ha
Spacing
Area = ´10m = = 100 plant
Step 5
Quantity of urea for a plant = 46
100 ´1 = 2.17 kg
Quantity of urea for 100 plant = 2.17 x 100 = 217 kg
Quantity of SSP for a plant = 100
18 ´2 = 11.1 kg
Quantity of SSP for 100 plant = 10 x 100 = 1111 kg
Quantity of MOP for a plant = 60
100 ´3 = 5 kg
Quantity of MOP for 100 plant = 5x100 = 500 kg
Interview
A farmer using interview schedule evolved through discussion in the class.
A Sample:
• Name of the farmer
• Crops cultivated
• Fertilizers used
• Methods application
• Whether applied as a single close.

Students collect data through interview individually and share data in the class. Facilitator
consolidate the methods of application as;
a. Broad casting
b. Band and Basin application
c. Side dressing
d. Foliar application
e. Fertigation
According to the time of application of fertiliser to the crop.
• Basal dose
• Top dressing
When the fertiliser is applied in more than a single dose, it is split application of fertilizer.
Experiment the different methods of fertiliser
application in available crops in the campus.
Product
1. Data collected through interview.
2. Prepared notes.
Reference
l Principles of Agronomy - Gopal Chandra De
l Package of Practice KAU
l Farm Guide.
Evaluation
1. Imagine you are a field worker and a farmer approaches for advice regarding fertilizers
to be applied in 2 acres of local paddy variety. Recommendation is 40:20:20 kg/ha
convert this to fertilizer quantity and advice the farmer.
2. What is the difference between straight and mixed fertilizer.
3. What are the different methods of fertilizer application.
4. Suggest the suitable method of fertilizer application for the following crops.
1. Paddy, 2. Coconut, 3. Tapioca, 4. Banana, 5. Pepper.
5. A basal dose of fertiliser should contain N,P and K. Why?
6. Why split application of fertiliser is important.

Curriculum Objectives 3
l Student should be able to experiment soil sampling procedure, importance and analyse
and modify fertilizer recommendation through interpretation of soil test results and
making notes.
Syllabus
Procedure for soil sampling
Interpretation of soil testing results. N,P,K, pH.
Modification of Fertilizer Recommendation.
Learning Activity
Experiement Grouped into 5
Materials
Spade, Polythene sheet, cover, gunny bag, labels and Information sheet
Result sheet
Facilitator
Demonstrate the method of soil sampling
Help the students to experiement the procedure.
Help the students to fill up information sheet
Result interpretation
Fertilizer Recommendation and Modification
Consolidation
Procedure for soil sampling
Interpretation
Modification of Fertilizer Recommendation
Product
Note on soil sampling
Soil test Result interpretation
Modification of Fertilizer Recommendations
References
l Handbook of Agriculture - ICAR
l Fundamentals of soil - U.N.Shai
l Textbook of soil and water consolidation - G.S.Sainil
l Soils in our environment - Raymond.W.Miller and Roy.L.Dondu

l Soil and the environment - An Introduction - Allan wild.
Vocational Skill
Soil sampling skill
Evaluation
1. If the yield of Coconut crops reduced in your area, what you will suggest to rectify it?
2. Coconut palms show yellowing in a farmers plot. What will you suggest to rectify it.
Curriculum Objectives 4
Student recognizes the important advantage of adding organic matter, difference between
bulky and concentrated organic manure, composting method, Green manuring, different
method of green manuring, biofertilizers vermicompost through brainstorming,
discussion, specimen collection, method demonstration and field visits.
Syllabus
(i) Advantages of adding organic matter
(ii) Types of organic manures
- bulky & concentrated
(iii) Composting methods
- anerobic
- Vermicompost
(iii) Green manuring
- Methods of green manuring
(a) green manuring insitu
(b) green leaf manuring
(iv) Biofertilizer
- accetobactor, azospirrillum, rhizobium, Azolla, BGA,
Brainstorming
• Facilitator introduce the topic - 'Organic Manures' and asked to list the organic manures
commonly used. Students are grouped into 5 members each. Compare the nutrient
composition of listed manures using the given table.
Table
Nutrient composition of Organic Manures.
Organic manures N P K
1. Farm yard manures
2. Compost

Groups classify the manures based on the percentage of nutrients.
l Facilitator supplements the information.
Bulky organic manures - organic manures with low concentration of nutrients.
They are used in large quantities and hence called Bulky.
Concentrated Organic Manures - Organic manures with high concentration of
nutrients.
Advantage of adding organic manures
General Discussion
Paper cutting on the usage of organic manures.
"What are the advantages of adding organic manures?"
Random presentation
Consolidation
l Increases soil fertility
l Increases soil aeration
l Improves properties of soil such as texture, structure, pH, water holding capacity.
l Increases the availability of nutrients.
l Increases the microbial activity in soil
l Essential for organic farming
l Reduces infection to plants.
Product
List of organic manures.
Table showing the classification of organic manures as bulky and concentrated.
Prepared noted on advantages of adding organic manures.
Composting
Discussion
Let the pupil recall the table of organic manures in the previous activity. Teacher leads a
discussion by asking.
l What is compost?
l What is the difference between compost and organic waste.
l What is 'vermi compost'
Teacher consolidates by supplementing the informations.

l Organic waste after decomposition by microbes as compost.
l Organic waste converted to a readily available form to plants.
l Bulk of waste material reduced and reducing pollutions.
Experiment
Preparation of ordinary compost.
Student conduct experiment on the preparation of compost using organic
waster material available in the campus.
l Conversion of organic waste into nutrient rich compost using earth worms as vermi
composting.
Product
l Notes
l Report of experiment.
Green Manuring
Discussion
Student recall the list of organic manures and teacher lead a discussion on
l What is Green Manuring
l What are the methods of green manuring.
l List important Green Manure Crops.
Teacher consolidates as
l Application of tender plant parts and green leaves as manure is called green manuring.
l Green manuring and Green leaf manuring.
l Green leaf manuring - explore possibilities of bio fencing.
l Green manuring insitu
l Important Green manure crops
- Sunhemp, Daincha, Crotalaria, Sesbania, Cowpea, Tephrosia.

We cannot imagine a situation where dead animals and plants remain undecomposed in our
surroundings! It will be, indeed an extremely awful and terribly repulsive situation!
Fortunately, all biological materials undergo bio-degradation. Bio-degradation is nature's
law and decomposition of organic matter into simpler elementary components proceeds
unhindered in nature.
Dead plant and animal materials are destined to be decomposed and recycled. The products
of decomposition like mineral nutrients get incorporated into plant and animal life; in other
words they serve as food materials for another set of plants and animals directly or indirectly
as nutrients. When these plants and animals die, decomposition sets in and the nutrients are
released slowly and gradually. Thus, the cycle is repeated. However, man can intervene to
accelerate bio-degradation through a process called composting.
What is composting ?
Composting is a method of accelerating natural process of decomposition of organic residues
or wastes such as farm and forest waste under controlled conditions to yield a product useful
in agriculture and forestry. The decomposition is brought about mainly by microorganisms
like fungi and bacteria. An efficient method of composting ensures minimum loss of nutrients
from the organic material during the process. The controlling factors are temperature, moisture,
air and the nature of the organic materials.
Types of composting
Composting can be done through anaerobic and aerobic procedures. This is the common
method of composing, in which the organic raw materials like green leaves or waste materials
are filled in pits along with cow dung and allowed to remain for several months without
allowing fresh air into the organic matter. In the absence of air, composting progresses
slowly by the action of anaerobic microorganisms. Anaerobic decomposition produces foul
smelling gases.
Aerobic composting
Aerobic method of composting, contrary to anaerobic composting, involves decomposition
of organic raw materials by microorganisms growing in the presence of air. Aeration is
made possible through repeated turning of compost heap to admit fresh air into decomposing
organic matter. When the decomposition is complete, compost can be removed and used as
organic manure or as potting medium in nurseries for production of container seedlings.
Aerobic methods are the most suitable for tropics. because of the favourable climatic
conditions.
Methods of aerobic composting
There are three kinds of aerobic composting methods based on the frequency of turning.
They are the Berkeley, Bangalore and Indore methods.
Berkeley method
Berkeley method is the quickest method composting achieved through frequent turning and

mixing of the heap. This is done generally in above ground stacks where free air circulation
is prevalent. Large quantity of compost can be produced within a short period. However,
labour requirement is high due to frequent turning.
Bangolore method
In the Bangalore method, the process is initially aerobic for several days and then becomes
anaerobic when turning is discontinued. This method, is generally done in pits and takes
about 4-5 months. The main drawback is that the outer exposed portion of the stack will
retain pathogens, pests and seeds of weeds. Hence, this portion may be excluded from use
or incorporated into another stack for composting. Covering the top exposed portion with
mud is also a general practice adopted by farmers.
lndore method
In Indore method, compost is turned only for a limited number of times. usually up to five
times over a period of 6 months. This method is less labour intensive.
Advantages of aerobic composting
Aerobic composting is fast and the decomposition process and maturing will be complete
within 8-12 weeks (Berkeley method). Generally, foul smelling gases or toxic chemicals are
not produced during the process of aerobic composting. Pathogen and insect pests get
destroyed due to temperature build up inside the compost heap. The product can be easily
stored dry in gunny bags or other containers.
Organic materials for aerobic composting
All types of plant materials such as green leaves. weeds, creepers, vegetables waste, etc. can
be composted. Materials such as saw dust and coir pith are also used as raw materials for
composting after addition of sufficient quantity of nitrogenous fertilizers such as urea. In
short. any plant material can be composted; but the quality of compost will vary with the
material used as ingredients. Materials such as polythene, plastic. metals, stones etc. cannot
be composted and hence should not be included for composting.
Bio fertilizer
Discussion
Facilitator ask question like.
l What are the sources of nutrients like NPK to plants.
l What is the concentration of Nitrogen in the atmosphere. Can it be used by plant directly?
l What is Nitrogen fixation? What it is important to plants.
l Can we exploit the benefit of nitrogen fixation in Agriculture.
Teacher consolidates as
l Organic manures, fertilizer and Bio fertilizer.
l 76% N in atmosphere. Yes through Nitrogen fixation.

Fixation atmospheric Nitrogen to a form available to plants like nitrates.
l Yes by utilising micro organises that can fix atmospheric nitrogen - Bio fertilisers.
Rhizobium
Azolla
Azotobactor
Azosprillum
Phosphobacterium
AMF
Experiment
Rhizobium inoculation.
Azolla cultivation
Product
Notes
Vocational Skill
l Skill for commercial compost preparation
l Skill for Rhizobium inculation
Reference
l Akshaya Krishi - Bhasha Institute
l Farming for the future - ILEIA
l Principles of Agronomy - Gopal Chandra De
Evaluation
1. What is difference between bulky/ concentrated organic manure?
2. As an agriculture assistant if you are asked to present a method demonstration on compost
making. How will you do it?
3. What are the advantages of adding organic matter in the soil?
4. Classify the following into bulky and concentrated. FYM, compost, Blood meal, Bone
meal, oil cakes.
5. Write brief note on biofertilizer.
Curriculum Objectives 5
Students know the concept of INM, Organic forming, sustainable agriculture through
discussion.

Syllabus
1. Concept of Integrated nutrient management (INM), Organic farming, sustainable
agriculture.
2. Organic certification.
Reference
1. Information leaflet/Brochure of Indocert Aluva.
2. Indian Organic farmers production company limited leaflet (IOFPC) Aluva.
3. Principles of Agronomy - Singh
4. Principles and practices of Agronomy - P. Bala Subramanian, S.P.Palaniyappan
5. Organic Farming.
Learning activity - Discussion
Facilitator introduces the topic INM by asking questions like;
l How much fertiliser applied in the soil is really absorbed by the plant.
l Whether organic matter is essential for farming.
l Impact of wide use of fertiliser application.
The facilitator consolidates the following points.
l A large amount of fertiliser applied in the soil is lost through leaching.
l We can reduce this loss by the application of organic manures listed in the tables of
previous class (Table No....) Organic manure is an essential component of organic
farming.
l Indiscriminate use of chemical fertiliser leads to soil pollution, water pollution and other
environmental hazards.
Teacher divides the students into groups of 5 and assign the topic.
l Relevance of organic farming, and its feasibility in Kerala.
l Environmental impact of organic farming.
l Integrated Nutrient Management (INM)
l Sustainable Agriculture.
l Difference between modern Agriculture and sustainable Agriculture.
Random selection of student for presentation from each group.
Facilitator introduces the topic 'Organic Certification' by presenting paper cutting, reference
from web and the address is www.indocert.com.
Teacher consolidate the topic as.

INM: Plant nutrients can be supplied from different source like organic manure, crop
residures, bio fertilisers and chemical fertiliser for better utilisation of resources and to
produce crops with less expenditure.
l Sustainable Agriculture: is a form of agriculture aimed at meeting the needs of present
generation without endagering the resource base of the future generation. It has to
prevent land degradation and soil erosion.
l Sustainable agriculture leads to organic farming. It is a farming without chemical input.
l INDOCERT - organic farming certification agency.
Products
Notes
Reference
Principles of Agronomy - T. Yellamanda Reddy, Kalyani Publishers
G.H.Sankara Reddy
Evaluation
1. If you are following inorganic farming and want to shift to organic forming what are
the techniques and concepts you will use?
2. After establishing as an organic farm if you want to market your product labelled
organic what procedure will you take.
3. What is the use of INM and sustainable Agriculture in Modern Agriculture Concept?

Introduction
Goods seed is the bases for profitable agriculture. In this unit the student is made aware of
quality seed, seed testing, method of sowing and seed classification. They will have an
awareness regarding the social and economic impact of seed bill.
Discussion, method demonstration, experimenting, field visit, seminars, reports will be used
as activities to impart knowledge and skills in the students regarding various aspects of seed
technology and seed policy.
Curriculum Objectives
l Student understands the concept of seed, good quality seed, Germination test, moisture
test, % of moisture in vegetable and paddy seed under storage through discussion
experiment and method demonstration.
Syllabus
1. Concept of seed, Qualities of good seed.
2. Germination test (Rag doll and paper method)
3. Optimum moisture percentage of vegetable and paddy seeds under storage.
Teacher asks the students to collect different type of seeds well in advance.
Learning Activity - seeds
Teacher asks the students to bring different types of seeds well in advance. Students are
asked to classify the seeds into good quality seeds, inert matter and other fractions by physical
verification.
Facilitator consolidate the concept of seeds, character good quality seeds (viablosed) and
explain the purity of seed, viability by germination test like ragdoll and paper method.
Students are grouped in to 5 member groups. The students are asked to do the experiments
with the seeds they bought using Ragdoll and Germination test. The students are directed to
record the experiment result as follows.

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

Standard of certified seeds
Crop Minimum Moisture
germination percentage
Paddy 80 13
Cowpea 75 9
Brinjal 70 8
Chilli 60 8
Bhindi 65 10
Tomato 70 8
Cucurbits 60 7.0
Black gram 75 9
Green Gram 75 9
Amaranthus 70 8
l Fecilitator leads a discussion by asking questions like
- List the different process involved before storage of a seed.
- Points to be considered before purchasing a seed for cultivation.
Vocational Skill
Skill to conduct Germination test (Rag dol)
Reference
Seed Technology - By Aggarwal
Evaluation
(1) Inmagine you are an agricultural assistant. Half a ton of paddy is supplied to your
Krishi bhavan for distribution, what tests you will conduct/arrange to ensure quality
before distribution?
(2) Explain qualities of good seed.
(3) Mention optimum moisture percentage of vegetable and paddy seeds for storage.
Curriculum Objectives 2
Student knows various classes of seed and social & economic impacts of seed act
through discussion.

Syllabus
1. Different classes of seed
a. Breeder
b. Foundation
c. Registered
d. Certified
2. Social & economic impact of seed act.
Learning Activity - Discussion
Teacher leads a discussion by providing a handout on different classes of seed and seed
certification.
Materials
Handouts
Clases of seed
Seed legislation in India
Discussion points
l Classes of seed
l Agency producing a particular class of seed
l Genetic and Physical purity.
Consolidation
Teacher consolidates the different classes of seeds, its qualities and seed act.
Products
Class notes
References
1. Seed technology by Aggarwal
2. Current articles from dailies and periodicals.
Evaluation
1. What do you know about different classes of seeds?
2. Suppose you are a member of parliament and in winter session of parliament the seed
bill is presented for discussion. You are allowed 10 minutes to present your views.
What are the crucial points you will put forward?
3. Imagine you are the principal agriculture advisor to the agriculture minister. The Hillsanto
company proposes a scheme for cultivating genetically modified paddy in Kuttanad

region of Kerala. The company claims that the new seed has 10 times more yield
potential than present varieties with good disease and past resistance. You are asked to
explain the concept of GM seeds and present your views on the proposed scheme?
Curriculum Objective 3
Student knows and gains skill in different sowing methods by method demonstration.
Syllabus
Sowing Methods
- Broad casting
- Dibbling
- Transplanting
Learning Activity
Field visit
Students - Visit paddy Field - Observe sowing methods - interact with Former
- on which method adopted why?
Discussion - Which method they (student) found best and why?
Facilitator - Suppliments concepts - Broadcasting Dibbling, transplanting
Method Demonstration
Product
Field diary
Class notes
Vocational skill
Ability to perform various methods
Evaluation
What do you know about various sowing methods?

TILLAGE, WEED SCIENCE AND
IRRIGATION
Introduction
At present, Kerala is not self-sufficient in the production of food grains. We have to depend
on other states for meeting our needs. The important constraints in the field of crop production
are weed problems, shortage of water for irrigation of crops and use of unscientific cultivation
practices by majority of farmers of our state:
Weeds are known as 'silent killers' of crop plants. They cause about 45% loss in yield. Here
we deal with the identification of various weed species common in our fields and the different
methods available for the effective management of weeds. The student should be made
aware of the aspects of environmental pollution, ecofriendly management methods like use
of natural enemies, competitive crops and mechanical weed control measures.
Farmers of our state mostly depend on natural water sources for supplying water to their
crops. So they are forced to give up cultivation during summer season. To attain self
sufficiency in food production, we must cultivate throughout the year. For this we should
depend on artificial methods of water supply. Irrigation methods which advocate the judicious
use of available water are used recently. Here we deal with the different indigenous irrigation
methods and the advanced specialized irrigation methods like drip, sprinkler and mist
irrigation.
For improving our crop production, more emphasis has to be given to adoption of scientific
cultivation practices. Among the various cultural practices, one of the most important is
preparation of land. Tillage - the manipulation of soil - has to be done effectively for obtaining
a good crop growth. Land preparation using modern machinery instead of the traditional
ones is gaining importance now a days. In this chapter we deal with the types of tillage,
objectives of tillage and tillage implements used by farmers.
Tillage - Curriculum Objectives
l The student understands the concept of tillage, its need, history and the methods of land
preparation through discussion, observation, classification, experimentation and making
notes.
l The student develops idea about different types of tillage implements by way of
observation of models, secondary data collection on implements of the locality and gets
familiarized with their appearance and use.
Syllabus
Definition of Tillage
Objectives of Tillage
History of Tillage
Types of Tillage - Primary, Secondary, Minimum & zero tillage.
Different types of tillage implements
Learning Activities
l Discussion -Divide the students into 3 groups - sharing of experience to start discussion
Points of discussion
l Different land preparation activities.
l Why land preparation is necessary.
l Type &Time of land preparation operations.
Experimentation -Preparation of seed bed
Materials for experiment - implements like pick axe, spade rake, harrows.
Procedure - clean the land - remove weeds - digging 2-3 times
breaking clods - prepare beds of 1m x 1m size(15cm height). Record observations.
The students are asked to observe the soil condition before and after the seed bed preparation
and make comparison table as follows.
Observation Format
Parameters Before operation After operation
Condition of land With weeds Weeds cleared
Soil condition Hard Soft
Texture Coarse Fine
Water Infiltration rate Slow quick
l Collection or photographs & models of various implements used for tillage and classify
the implements with the help of facilitator.
- Implements for primary tillage
- Implements for secondary tillage
Materials
Photographs, Paper cuttings, models (of tillage implements)

Consolidation
Tillage is the physical manipulation of the soil by defferent tools and compliments to a fine
title.
l What is tillage?
l What are the objectives of tillage?
a. preparation of seed bed.
b. improve infiltration of water.
c. incorporation of crop residues
d. increase aeration
e. improves structure of soil.
f. controls pests and diseases.
l Which are the types of tillage ?
a. Primary tillage
b. Secondary tillage
c. Minimum tillage
d. Zero tillage
References
1) Fundamentals of Agronomy - by Gopal Chandra De-Oxford IBH Publishers
2) Principles and Practices of Agronomy by S.S.Singh Kalyani Publishers
3) Agricultural Sciences for VHSE students - published by KAU
Product
Notes
Evaluation
l What do you know about Tillage?
l What is the difference between Primary and Secondary Tillage ?
l How does tillage help in improving soil condition and plant growth?
l Why different implements are necessary for tillage implements?
l Which type of tillage operations do you recommend in a sloppy area? Why ?
l What do you know about zero tillage ?
Time Requirement - 4 +8 = 12 hours

Curriculum Objective - 1
The student understands the concept of weed as plants out of place, their types, harmful
effects their impact on crop production and uses through discussions, observation, collection
and preservation of weeds.
Syllabus
l Weeds -Definition
l Uses of weeds and harmful effects - Allelopathy
l Familiarisation of common garden land & wet land weeds of Kerala.
Learning Activities
l Collection, observation, classification and making herbarium - Project method can be
adopted. Introduction and planning materials- weeds collected from school premises
and herbarium
l Point cards (a) from where the weeds where collected ?
(b) life span of weeds? (c) External appearance of weeds.
l Preparation of Herbarium -Refer general chapter for preparation of Herbarium.
Group Discussion -Groups of 5
l Initiated through paper cuttings and point cards
l Discussion points - uses of weeds, harmful
effects
Materials
Paper cuttings related to uses of weeds, weeds Bland herbarium sheets,
Consolidation of concepts.
l Concept of weed as a plant out of place
l Types of land Weeds
l Dry land l Dicot l Anuals
l Wet land l Monocot l Biennials
l Perennials
Uses of weeds
l Medicinal plants
l Green manures
l Fodder

l Food
l Raw materials
l Religious purpose
l Ornamental
Harmful effects of weeds
l Increase cost of cultivation
l Contamination of seeds
l Direct influence on plant growth & yield (45% yield reduction ) includes (allelopathy)
l Reduces land value
l Cultural operations become difficult
l Alternate host
l Health Hazards
Identification of weeds (local names only)
Products
Herbarium, Project report
Evaluation
l Weeds are known as silent killers; Why?
l Differentiate between Dry land and wet land weeds?
l Some of the plants commonly considered as weeds are valued. Why?
l How will you convince a farmer the need of eradication of Parthenium from his
backyard?
Time Requirement-16 hours
Curriculum Objective- 2
The student gets information about the method of weed management, their comparative
analysis through observation, discussions and by practicing them in their own household.
Idea of biological weed Management and its effectiveness through experimentation -Management
of Salvinea/Parthenium or Eichornia using bio agents - thereby involving in
the popularization of technology.
Syllabus
Methods of weed management
l Cultural Method
l Mechanical Method
l Biological Method
l Chemical Method

Examples of herbicides commonly used.
Learning Activities
Assignment
Prepare students by Group discussion - four groups of students.
Point of discussion- Methods used for weed management
Listing of points
Random presentation of notes
Experimentation on Biological control
Materials Bioagent Weed species
Cyrtobagous weevil Salvinia
Procedure A tank of convenient size is selected, filled with water. Introduce weed species
into the tank and allow it to grow and fill the tank. Introduce the weevil or
infected planting material into the tanks and observe the percentage of decay at
different times- changes at weekly intervals. Record the rate of deterioration in
the field diary in the following format.
Date Percentage of decay at
different times
Source of Bioagents: Regional Agricultural Research Stations of Kerala Agricultural
Universities.
l Collection of information regarding commonly available herbicides from nearby depots,
observing, Recording and comparing the details available on herbicide labels (This
activity should be linked with collection of fertilizers done in Unit IV)
Information to be collected
Sl. Common Name of Formulation Toxicity Weeds
No. name of active type (colour controlled
Herbicide ingredient code)

Materials
Weeds, Bioagents, Mechanical weed control equipments Herbicide labels.
Consolidation
Different weed control methods
- Cultural Method
- Mechanical Method
- Biological Method
- Chemical Method - Mention harmful effects of herbicides
- Common herbicides used for weed control (Emphasise the toxicity of herbicides
and its effect on environment)
Products
Notes, Filled up information sheets on herbicides
References
All About weed control - By S.Subramaniyan, A.Mohammadale, R.Jayakumar
Fundamentals of Agronomy- By Gopal Chandra De Published by Oxford & IBH Publishers.
Evaluation
l Propose a suitable weed management method for your kitchen garden. Why?
l A pond in your locality is heavily infested with Eichornia or Salvinia - Analyse the
suitability of the different management methods you have studied.
Time Requirement - 9 hours.
IRRIGATION
Curriculum Objective 1
Student gets an idea about the role of water and its importance in plant growth, sources of
water, irrigation - artificial application of water to plants and drainage - the removal of
excess water. The student develops an idea about the different methods of irrigation through
discussion, observation, secondary data collection and presentation of assignments.
Syllabus
l Irrigation - definition
l Sources of water
l Different methods of irrigation - flood, basin, ring, furrow, subsurface methods,
specialized methods -pitcher, drip &sprinkler irrigation.
l Drainage - definition and advantages.

Learning Activities
Project method/ Heuristic method is suggested.
l Group Discussion - Facilitator divides pupils into 3 groups. Gives point cards to initiate
discussion .
l Discussion Points -(1) What is the role of water in plant growth (2) What are the sources
of water ? (3) What is irrigation? (4) What is drainage? And Why is it done ?
l Assignment - group level - Each group collects information about the various irrigation
methods like surface, sub-surface methods, specialized methods and indigenous
methods.
l Collection of secondary data - Presentation of collected information on methods of
irrigation, their advantages and disadvantages and observing models of irrigation
systems.
Materials
Photographs, models of irrigation methods, published articles on specialized irrigation
methods.
Consolidation
l Role of water in plant growth.
l Definition of irrigation
l Methods of irrigation.
- Surface Methods - flood, Border, Basin, Ring and furrow methods of irrigation.
- Sub-surface Methods
- Specialised Methods - Drip, Sprinkler, Mist and fertigation.
- Indigenous Methods - wick irrigation porous pitcher, Irrigation using polythene
covers filled with water.
Products
Project report
Evaluation
l Define Irrigation
l A low lying water logged area of your locality is to be made suitable for cultivating
banana. How will you reclaim it ?
l Suggest suitable methods of irrigation for the following situations and explain the
method.
a) Paddy
b) Commercial vegetable gardens.

c) Potted plants
d) Coconut plantation in water scarce areas.
e) Coconut nursery.
f) Coffee plantation
g) Green House/Pepper Nursery
Time Requirement - 15 hours.
WATER REQUIREMENT
Curriculum Objective - 2
The student understands the important stages of plant growth in connection with water
requirement of plants through discussions and observations.
Syllabus
Water Requirement of crops- Critical stage of water requirement of Rice.
Learning Activity
l Discussion - Initiated by presentation of a case study eg: on the basis of paper reports
from Palakkad district 'People are agitated over threatened crop loss due to unavailability
of irrigation water from dams during the flowering stage of paddy'
l Discussion points - Importance of water during flowering stage and other similar stages
like Tillering and Panicle Initiation.
- Total quantity of water required by each crop
l Interview with farmers to know about the timing of irrigation (to be linked with chapter
VII crop Husbandry)
l Preparation of notes
Materials
Paper cuttings
Consolidation
l Water Requirement of crops - Definition
l Consumptive use- Definition
l Mention critical stages of water requirement of paddy.
Products
Notes
Content Enrichment - References
l Principles of Irrigation- By A.M. Michael

Fundamentals of Agronomy - By Gopal Chandra De (Published by Oxford & IBH
Publishers)
Evaluation
Suppose you are a farmer cultivating rice. The crop is in the tillering phase. There is a
problem of water scarcity in the locality. Allotment for irrigation from Panchayat is
only for two specific periods. Which will be the time preferred by you for availing
irrigation water
Time Requirement - 3 hours.

CROP HUSBANDRY
In Kerala, a diversified cropping system is being followed at present. The production of
these crops must be increased in order to meet the demand of increasing population. For
increasing production we have to use modern technologies in the field of agriculture. This
chapter includes various scientific cultivation practices which could be adopted to improve
the growth and yield of crops. Our aim is to impart knowledge about modern cultivation
practices to the farmers of our state in order to improve production. The mind set of new
generation in Kerala is gradually being taken away from the hearty experience of growing
plants. This chapter aims to bring the student closer to the real life activity of experiencing
and observing the actual process of going through the steps of crop production, with a
scientific and technical outlook. This is expected to modify his attitude in the positive
direction making him enjoy the thrill of growing his own crop in addition to the creation of
a group feeling and co-operative mentality. The interactions proposed with farming
community of the locality will make the student able to understand the real problems of farm
sector and also the social and environmental aspects of present day farming .
CROP PRODUCTION
Curriculum Objectives 1
The student gets motivation and experiences in the cultivation practices of major crops of
Kerala like Paddy, Coconut, Pepper, Tapioca, Banana, Rubber and vegetables, by way of
practicing these operations in the demonstration plot for cultivation of a suitable crop in the
field available thereby acquiring the technological skill and professional skills. He practices
the same in his own home stead and his community.
Syllabus
Cultivation practices of annual crops like Rice, Vegetables, Banana, Tapioca and perennial
crops like coconut, Pepper and Banana - season, varieties, Nursery preparation, land
preparation, seeds and sowing manures and fertilizers,inter culture operations, plant protection
and harvesting.
Learning Activities
l Discussion/Brain storming
l Points
- Important crops grown in your locality
- Major crops of our state
- Activities done by a farmer for raising crops.

l Preparation of interview schedule.
Cultural Rice Coconut Pepper Banana Tapioca Rubber
Operations
l Interview with subject experts for acquiring scientific information.
l Role play - Teacher himself can act as an expert and students will act as farmers and
will interview the expert and gather information.
l Seminar - Involving Local Body Members, farmers representatives, Agricultural officer
and environmentalists.
Topic of Seminar- Paddy land conversion
l Preparation of crop calendar
l Demonstration plot - of a suitable annual crop.
l Supply of vegetable seeds to students- To raise a small kitchen garden - Submission of
weekly reports by students.
Name of Student :
Locality :
Area of cultivation :
Crops cultivated :
Sl. Date Stage of Plant protection Yield Signature of
No. Crop Pest/Disease Control Parent
measure
Materials
l Questionaire for interview with subject experts.
l Published articles, photographs as hand outs for discussion
l Agricultural implements, planting materials, manures, fertilizers, plant protection
chemicals for demonstration cultivation.
l Proforma of crop calendar.
l Vegetable seeds for homestead cultivation

Consolidation
Cultural practices like - soil, climate, season -in case of Rice mention the three seasons -Virippu
Mundakan and Punja,Varieties of crops - mention both hybrids, and local varieties,
seed Rate adopted, seed treatment of paddy, preparation of nursery, Land Preparation, Main
field planting, Spacing adopted, Manuring, Liming, Water Management, Weed Management
Plant Protection, Harvesting and Yield - of major crops like Rice, coconut, Banana, Pepper,
Tapioca and Rubber.
Products
l Filled up Questionaires
l Crop calendars prepared by students
l Weekly reports submitted by students on homestead cultivation.
l Yield obtained from the demonstration plots.
Reference
l Package of Practices Recommendation : Published by Kerala Agricultural University,
Directorate of Extension.
l Cultivation of Banana - published by Kerala Agricultural University.
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Evaluation
l Explain the cultivation practices you will follow for raising a crop of - Banana.
- Rice
- Pepper
- Coconut
- Rubber
l The members of a residential colony wish to cultivate pepper plants in their terrace
gardens. Give them necessary instructions.
l How will you conserve soil moisture in coconut plantations established in areas where
availability of water is less ?
l A farmer wants to cultivate pepper in his land. Enable him to prepare quality planting
materials ?
Time Requirement - 60 hours.

VOCATIONAL SKILLS
Unit VI
l Skill of preparation of seed bed
l Skill of selection of most suitable weed management methods for different situations.
Unit VII
l Skill of selection of land
l Skill of methods of seed treatment
l Skill of preparation of planting materials
l Skill of methods of sowing/planting
l Skill of application of manures and fertilisers.
l Skill of selecting and applying appropriate plant protection measures.
l Skill of identifying the time of harvest and method of harvest.
PROIECT PROPOSAL, FINANCIAL ASSISTANCE AND FUNDING SOURCES
Introduction
Any project proposal on "Self Employment" and guaranteed employment should satisfy
the following conditions.
1. PROPOSED ACTIVITY
a) Name of the Scheme/ Project
b) Details of the project of the proposed activity
c) 1. Location of Unit
2. Whether confirming of non-confirming (please specify if location confirms to
location policy if the state govt. / local authority)
2. COST OF THE PROJECT (Rs. In Lakhs)
SI.No Item Cost
1) * Miscellaneous Fixed Assets (see note below)
2) Preliminary & Preoperative expenses
3) Contingencies & cost escalations
4) Others, if any (please specify)
5) ** Working Capital (see note below)
Total -----------------------------
Note
a. Furnish details of (1) above
b. Working capital amount may be included as part of cost project where total cost project
of the scheme does not exceed Rs. 50,000/-3.
MEANS OF FINANCE
SI.No Source Amount & % of
total cost
1. Promoter's contribution.
2. Subsidy if any
3. Term loan
4. Banks/ other Fls
5. Others, if any specify
Total
ECONOMICS OF PROJECT
1. Average monthly sales
2. Monthly expenses (Raw materials, stores, spares, salary, wages etc)
3. Substance of proprietor
4. Other expenses (rent etc)
5. Total expenses
6. Monthly surplus
5. MANPOWER REQUIREMENT
SI.No Category Average salary
p.m.
1. Managerial
2. Supervisors
3. Skilled
4. Unskilled
Total -----------------------------
6. MARKETING ARRANGEMENTS
a) Demand & Supply position in the area
b) Selling Arrangements
7. REPAYMENT SCHEDULE
a) Please indicate Moratorium Period needed; with justification
b) Repayment in terms of quarterly / half yearly / yearly instalment (maximum repayment
period is 7 years including moratorium period)
Note:
For loans of agricultural activities. The repayment has to be made in yearly Instalments
8. IMPLEMENTATION SCHEDULE
(Give details how the project will be implemented up to income generating level)
9. WORKING CAPITAL REQUIREMENT
(Give details of working capital required for 3 months)
10. OTHERS
i) Government consents
ii) Environmental clearance
iii) Other Govt clearances. if any etc

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Agriculture- I

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