Senior High School

Aquaculture - Grade 12
Alternative Delivery Mode
Quarter 1 - Module 1: Prepare and maintain fish grow-out operation
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in anywork of
the Government of the Philippines. However, prior approval of the government agency or
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Such agency or office may, among other things, impose as a condition the payment of
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from
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ownership over them.

Development Team of the Module

Writer/s: Reynaldo D. Baldo (SHS-SST I Pagudpud National High School)
Illustrator and Layout Artist: Reynaldo D. Baldo
Proofreader, In-House Content and Language Editors:
Management Team
Editor: Felisa T. Nolasco
Master Teacher I

ii
 Preface

This module was prepared to help you achieve the required competency in preparing
grow-out facilities. This module will be your basis and/or source of information in acquiring
knowledge and skill in preparing grow-out facilities.

This module covers all the procedures done to prepare a grow-out facilities: ponds,
tanks, pens and cags like, draining and drying, harrowing and leveling of the pond,
application of lime into the pond bottom, elimination and/or control of pest and predators,
growing of natural food setting up frames and among others.

iii
 Introduction

Rural aquaculture in the Philippine setting will be difficult to define and appreciate
without having to view it against aquaculture in general. In the country, the fisheries sector is
classified into capture fisheries, aquaculture and post-harvest, where capture fisheries is
subdivided into municipal, commercial and inland fisheries (FAO).

As an archipelago, the Philippines is considered to have one of the highest per capita
fish consumption in the world and there is a global declining trend of capture fisheries
therefore there is a call for intensified promotion of aquaculture activities in potential areas
for fish production. In addition there is a need to fill the gap in fish production as the
estimated requirement for fry in the Philippines is about 3.5 billion annually while local
production is only 2.5 billion a year (Pineda, L. 2019).

Preparation of nursery pond is an important aspect of hatcher operation because this will
determine the survival and quality of fingerlings to be produce. However, nursery stage
comes after breeding. This entails the rearing of newly hatched fish or larvae to bigger size
to encourage better preformance and survival when grown to marketable size. Nursery pond
preparation involves several steps that one must follow to ensure that the fish will be
provded with suitable conditions.

iv
 GLOSSARY OF TERMS

Assimilate - to take in and appropriate as nourishment

Aquatic weeds- unwanted plants which grow in ponds.
Chemical/Inorganic fertilizers – manufactured fertilizers containing nitrogen, phosphorous and
potassium in varying portions.
Compost- organic material(especially plants) which has been decomposed and is suitable for use as
fertilizer
decomposition - the decay or breakdown of organic materials into simple compounds available for
assimilation by phytoplankton.
Dissolved oxygen- oxygen that is dissolved in water and which respired by aquatic organisms
Diversion ditch/canal- a ditch or canal which is dug to channel excess water away from a pond,
especially during heavy rains.
Fertilizer – a substance added to water to increase the production of natural fish food organisms.
Food chain – the pathways through which nutrients added to a pond are converted into fish flesh.
Green manure- manure composed of green manure plant matter
Leach out- to be drawn out due to the presence of moisture
Manure/organic fertilizer – animal or plant matter used as fertilizer in ponds.
Microscopic – invisible to the eye without the aid of a microscope or magnifying glass.
Natural fish food organisms – plankton, insects and other aquatic organisms that fish eat.
Organic fertilizers/manure - fertilizers composed of animal or plant materials which must be
decomposed to release their minerals and nutrients.
Oxygen depletion/low oxygen – a condition, normally occurring at night, in which oxygen
dissolved in pond water has been depleted mainly because of the decomposition of organic matter
and respiration of organisms in the pond.
Phytoplankton – the plant component of plankton.
Phytoplankton bloom – an increase in phytoplankton abundance resulting from fertilization.
Plankton – the various, mostly microscopic, aquatic organisms (plants and animals) that serve as a
food for larger aquatic animals and fish.
Secchi disk – a circular disk measuring approximately 20 cm in diameter which is used to measure
the abundance of plankton in water.
Turbidity – an opaque or unclear appearance imparted to water by the presence of suspended
foreign particles (soil, plankton, etc.)
Volatilize- to turn into a gas and escape into the atmosphere.
Watershed- an area from which water drains to a single point
Zooplankton – the animal component of plankton.

v
1
 Senior High School

Aquaculture NC II
12
Quarter 1 - Module 3: Week 3
Analyze soil pH

1
 For the learner:
Welcome to the Aquaculture NC II. This module was designed to provide you
with fun and meaningful opportunities for guided and independent learning at your
own pace and time. You will be enabled to process the contents of the learning
resource while being an active learner. This module has the following parts.

What I Need to Know

This will give you an idea of the skills or competencies you are expected to learn in the
module.

What I Know
This part includes an activity that aims to check what you already know about the lesson
to take. If you get all the answers correct (100%), you may decide to skip this module.

What’s In
This is a brief drill or review to help you link the current lesson with the previous one.

Whats New
In this portion, the new lesson will be introduced to you in various ways such as a story,
a song, a poem, a problem opener, an activity or a situation.

What is it
This section provides a brief discussion of the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More

This comprises activities for independent practice to solidify your understanding and
skills of the topic. You may check the answers to the exercises using the Answer Key at the
end of the module.

What I have Learned

This includes questions or blank sentence/paragraph to be filled in to process what you
learned from the lesson.

2
 What I Can Do

This section provides an activity which will help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment
This is a task which aims to evaluate your level of mastery in achieving the learning
competency.

Additional Activities
In this portion, another activity will be given to you to enrich your knowledge or skill of the
lesson learned.

Answer Key
This contains answers to all activities in the module. At the end of this module you will
also find:

References
This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

What I need to know

This lesson will give you insights and knowledge in pond preparation especifically in
analyzing soil pH.

3
Learning Objectives:

After reading this INFORMATION Sheet, YOU MUST be able to:

1. Understand the basic knowledge in analyzing soil pH.
2. Apply knowledge and skills in analyzing soil pH.
3. Explain the importance of analyzing soil pH in preparation of grow out facilities.

What I know

Before you go through the lesson, try to answer this pre-test. This will enable
you to find out what you already know and what you still need to know about
“analyzing soil pH”.

Self-Assessment:
Multiple Choice: Choose the letter of the correct answer.

1. Which of the following does not belong to the group?

A. pH B. salinity C. Temperature D. fertilizer

2. This is the process of breaking down chemical and physical component of soil.
A. Soil analysis C. water analysis
B. Soil acidity D. water acidity

3. In order to control soil acidity, what should be broadcast?

A. Fertilizer B. lime C. pesticides D. tea seed

4. This should be properly evaluated to determine whether lime is needed.

A. Pond soil B. soil acidity C. acidic pond D. lime application

5. Which of the following method does not belong to the group?

A. Open pit C. Auger boring
B. Thin-walled D. Screw-borer

What’s in?

Soil testing laboratories can make most of the common soil analyses. They are operated
by universities, government agencies, or private business and can be found in most
countries. Analyses usually are done in a fee basis.

Although analyses can be made in soil tesing laboratories, aquaculturist must know how
to collect and prepare samples for delivery to laboratories. Some aquaculturist/aquacultural
worker may want to make their own soil analyses.
4
 What’s new?

Soil sampling

Prior to pond preparation, soil samples are collected form the pond bottom and the dikes
for pH and organic matter contents analysis. Soil pH analysis is generally conducted to
determine lime requirement. This procedure is important for newly developed ponds where
the occurence of acid sulphate is common.

When acidic soil condition is detected, corrective measures can be incorporated in the
pond preparation activities. Sampling of soil is not necessary for well conditioned ponds.
Some common and important pond soil analyses aside from pH are moisture content, soil
texture, bulk density, soil respiration, and lime requirement which can be made with little
equipment.

Sample collection

Collection of samples must be done on wet or moist soil using soil auger or an
improvised sampler made of bamboo or PVC (polyvinyl chloride) pipe. About 12
sub-samples in an S-shaped pattern should be taken in one hectare pond. Only the top soil
( 0-15cm ) is sampled. Stones, rubbish and coarse particles should be removed before
taking the soil sample. The sub-samples are mixed thoroughly and a representative portion
is taken and labelled accordingly.

This representative portion is then air-dried by spreading thinly on plastic sheet and
protected from direct sunlight, wind and dust. The dried soil is then packed in labelled plastic
bag and send for analysis to the nearest soil laboratory.

Kinds of soil sample

1. Disturbed samples
These samples do not represent exactly how the soil was in its natural state before
sampling.

2. Undisturbed samples
These samples represent exactly how the soil was in its natural state before sampling.

Sampling method

Soil samples may be taken by three methods which involve either digging or boring
holes at the place on your site where you have chosen to collect samples from different
depths

1. Open pit method

Open test pits are the only means available actually to see and be able to examine a soil
profile in its natural state. They may be dug by hand or by special excavating equipment

5
such as trench digger. If necessary, you may obtain undisturbed samples from selected
horizons of an open pit.

The basic steps to follow when digging an open pit:

A. Dig a pit very straight sides 0.80 x 1.50m and 2m deep or, if less, until you reach the
parent rock; the upper part of the pit should be wide enought for you to see the bottom
easily.

B. If you have selected a site with alluvial soil, you may find ground water before you raech
2 meters. If you find water, further digging is impossible but sample the soil at the bottom of
the pit as far down as possible.

C. When you have finished digging, examine one of the well-exposed side of the pit
carefully to determine the different horizons: this is called a soil profile; it should be
examined when freshly dug.

2. Auger boring method

The auger boring method is a way to obtain soil samples from different depths by drilling
without having to dig a pit. This way, a continuous series of soil samples is taken which
makes it possible to assemble a core showing the soil horizons. The auger boring method is
cheap and fast, you can quickly check the soil at several places on your site, but it provides
only disturbed samples. An auger may be used in most soils above the water table and in
cohesive soils below the water table.

Two common soil augers

There are many kinds of soil augers but the most common kinds are the bucket auger
and the screw auger.

6
1. Bucket auger

A standard bucket auger is a metal cylinder about

16 cm long and 8-10 cm in diameter. It has a cutting
edge on the bottom surface which enables it to cut
through most soils easily. Generally, bucket augers
are equipped with an extension shaft and handle
which allow you to take samples at greater depths,
usually down to 1.1m.

Some limitations when using a bucket auger:

1. It is less efficient is soils which contain a lot of sand
and gravel
2. It is difficult to use in clay soils
3. The sampling depth is limited to alittle more than
1m at the most

2. Screw auger
A screw auger is a metal spiral about 30 cm long and 3.5-4 cm in diameter. Screw
augers are equipped with several extension rods, usually 30 cm long, which can be attached,
one by one, to take samples at greater depths.

Some limitations when using screw auger:

1. Soil samples are severely disturbed
2. It is not efficient in soils which contain a lot of sand and gravel
3. It is difficult to use in hard clay

7
The basic steps to follow when sampling with an
auger:

A. Drill the auger into the soil to a depth of 10-15 cm

B. Pull the auger up carefully to keep the

soil in place, just as it was in the ground,
and place the soil sample on a sheet of
plastic or newspaper

C. Continue drilling 10 to 15 cm at a time; place

the successive sectiones one after the other to
assemble core showing the horizons

8
D. Make a drawing of the core; measure and write the depths at which you observe the
various horizons

E. If you reach water, drill more carefully but try to

continue drilling for another 30-40 cm.

9
3. Thin-walled sampling method

With the thin-walled tube method, you use a light-weight tube or pipe which is open at
both ends. It is pushed into the soil to obtain a sample and is then removed from the hole. If
it is well done, this method will provide undisturbed
samples.

Standard thin-walled tubes are manufactured

about 30-60 cm long and 4-7 cm in diameter. You
can also make your own sampling tubes from
lengths of steel pipes.

Some limitations when using a thin-walled

tube:
1. It is not efficient in loose soils
2. It is not effective in hard or gravelly soils

It is important to remember that, if used

properly, this method will enable you to obtain
practically undisturbed soil samples. The degree of
disturbance of the samples will depend on the
manner in which the sampling tube is inserted into the soil and on the characteristics of the
tube.

The basic steps to follow when sampling with a thin-walled tube:

A. Dig an open pit

B. Determine the various soil horizons on the soil profile.

Prepare a sketch of the doil profile and write in the depths
of the layers

10
C. Carefully oil the inside wall of each sampling
tube (you can use old motor oil)

D. At the spot where you wish to obtain a soil

sample, insert one sampling tube horizontally
into the soil; try to push the tube into the soil
at a high constatnt speed; only if necessary
use a hammer and a piece of wood

E. Dig the sampling tube out of the ground with a

knife; be careful to keep it horizontal so that you do
not disturbed the enclosed sample

F. Close two ends of the tube tightly to keep the soil sample
inside; you can use pieces of cloth, plastic sheet, or pieces of
tyre inner tube and string to close the ends.

G. Place the closed sampling tube in a plastic bag and

label it.

11
Soil composition
Soil is made up of the following:

1. Organic matter in soil

Some organic matter are large enough to see, such as twigs, small leaves, rotted pieces
of wood and worms. Other organic matter are so small that you cannot see it. This is called
humus and it is found in the soil in the colloidal state. Humus comes from dead plants and
animals which decompose in the soil. You cannot see it, but you know it is in the soil
because of its color. Humus makes the soil darker than usual or even black. Humus particles
have the property of strongly attracting soil minerals to their surface through adsorption.

2. Minerals in soil

Minerals are present as particles in various sizes. In some cases, these particles may
join together to form clumps of larger size. Mineral particles have different names according
to their size such as boulder, stone, cobble, gravel, sand, silt or clay. Some of these particles
may be easily seen, but some of the finer soil particles such as clay and silt may be seen
only using a microscope. The finest soil particles, called colloid clay are invisible.

3. Water in soil

In the soil, water may exist in two forms. These are free water and bound water. Free
water is found in soil pores and bound water is found attached to the soil particles as film or it
is adsorbed at the surface of the soil particle.

4. Air in soil

Soils also contain a proportion of air in the free pore spaces between soil particles and
clumps or aggregates. It is also founs in the cracks and holes, resulting from the activities of
living organisms such as worms, termites, ants, rodents and plant roots.

Basic types of soil

1. Gravel and sand

Of the particles which make up the soil, sand and gravel can usually be recognized most
easily as non-coherent pieces of visible rocks. If you take some dry sand in your hand, it
runs through your fingers like water because sand is not a stable material. Sandy soils are
easy to work and do not stick to tools.
 particles of sand are smaller than 0.2 cm (or 2mm) in diameter
 Particles of gravel measure from 0.2 to 7.5 cm in diameter
 Particles larger than gravel are usually called stones (7.5-25 cm) or boulders (larger
than 25 cm in diameter)

2. Inorganic silt

Particles of silt are much smaller than particles of sand; they are not visible to the eye
and they are much closer together. Silt does not let water through easily as sand does and it
is less permeable. Silty soils do not crack when dry and do not stick to tools when wet. Silty
soils are harder to work than sandy soils but less hard to work than clay soils.

3. Organic silt

12
 Particles of inorganic silts are mixed with finely divided particles of organic matter, some
of them still visible such as shells and plant materials. The color of the soil varies from light
to very dark grey. Generally, organic silts have an odor of decaying organic matter.

4. Inorganic clay

Clay is the finest part of the soil and some clay particles are not even visible under the
microscope. It has strong binding properties for water and chemicals. Most clay can be
easily recognized because when it loses water it cracks and forms very hard lumps. Clay
adsorbs water very slowly, but it will hold a lot of water once it has adsorbed. It may then
swell and more than double its volume. Clay becomes very sticky when wet and if you hold it
in your hand, it will stick to your fingers. When clay soils are wet, they are often too sticky to
work and when they are dry, they are too hard to work.

5. Organic clay

This is a clay containing finely divided organic matter. Its color is generally dark grey or
black. Generally, organic clay has a strong odor of decaying organic matter.

6. Peat

Peat is a truly organic soil made of visible fragments of decayed plant material. Its color
varies from light brown to black. It has the odor of organic matter.

What is it?

You just have learned about different types of soils and that soil analyses should be
done as one of the steps in preparing pond grow-out operation.

1. Differentiate the types of different soil.

2. Differentiate the three methods of soil sampling.

Rubrics to be used in grading:

4  Explanation or answer demonstrtaes strong understanding of the concept
 Student completely explain the concept using appropriate vocabulary
3  Explanation demonstrates good understanding of the concept
 Explanation is nearly complete but some gaps exist; vocabulary is appropriate
2  Explanation demonstrates some understanding of concept
 Explanation is vague or inconsistent with missing or inappropriate vocabulary
1  Explanation demonstrates limited understanding of concept
 Minimal explanation is provided and explanation is unclear with missing and
inappropriate vocabulary
0  Student was unable to offer any explanation

13
 What more?

In your own understanding, why it is necessary to analyze soil before stocking especially
the soil pH?

Rubrics to be used in grading:

4  Explanation or answer demonstrtaes strong understanding of the concept
 Student completely explain the concept using appropriate vocabulary
3  Explanation demonstrates good understanding of the concept
 Explanation is nearly complete but some gaps exist; vocabulary is appropriate
2  Explanation demonstrates some understanding of concept
 Explanation is vague or inconsistent with missing or inappropriate vocabulary
1  Explanation demonstrates limited understanding of concept
 Minimal explanation is provided and explanation is unclear with missing and
inappropriate vocabulary
0  Student was unable to offer any explanation

What I have learned?

LET US REMEMBER:

1. Soil pH analyses is conducted to determine the ____________________.

2. When getting a soil sample, only the ___________ is sampled.

3. Sampling should be done in an _____ shaped pattern/manner.

4. ___________ soil samples show how the exact representation of the soil in its natural
state before sampling.

5. ___________ soil samples do not show how the exact representation of the soil in its
natural state before sampling.

What I can do?

Make a thorough investigation on the soil within your backyard and get a sample. Put the
sample in a plastic sheet. Label what type of soil and submit.

14
 Assessment

Self Check:

Multiple choice: Choose the letter of the correct answer

1. Which of the following does not belong to the group?

A. pH B. salinity C. Temperature D. fertilizer

2. This is the process of breaking down chemical and physical component of soil.
A. Soil analysis C. water analysis
B. Soil acidity D. water acidity

3. In order to control soil acidity, what should be broadcast?

A. Fertilizer B. lime C. pesticides D. tea seed

4. This should be properly evaluated to determine whether lime is needed.

A. Pond soil B. soil acidity C. acidic pond D. lime application

5. Which of the following method does not belong to the group?

A. Open pit C. Auger boring
B. Thin-walled D. Screw-borer

Additional activity

Activity Sheet 1.1

I. Directions:

In a one-fourth (1/4) cardboard make a representation of the different types of

soil.

15
 Answer key

Self Check:
1. D
2. A
3. B
4. B
5. D

References

Aqua Farm News. 1995. Traditional Culture of Bangus. Aqua Farm News Vol. XIII No. 6
(November-December, 1995).

Bagarinao, T.U. 1999. Ecology and Farming of Milkfish. Southeast Asian Fisheries
Development Center-Aquaculture Department, Tigbauan, Iloilo, Philippines

Corne, V.L. et al. 1999. Sustainable Shrimp Culture Techniques. Use of Probiotics and
Reservoirs with “green water”. Philippine Council for Aquatic and Marien Research
Development, Los Banos, Laguna and University of the Philippines in the Visayas, Miag-ao,
Iloilo. 32 p.

Mair, G. and T.A. Abella (eds). 1997. Techno guide in the Production of Genetically Male
Tilapia (GMT). Freshwater Center, Central Luzon State University, 3120, Nueva Ecija,
Philippines

Vera Cruz, E.M. (undated). Pag-aalaga ng Tilapia. Freshwater Aquaculture Center, Central
Luzon State University, Munoz, Nueva Ecija, Philippines

https://www.fao.org/3/ac210e/AC210E06.htm

http://www.fao.org/tempref/FI/CDrom.FAO_Training/FAO_Training/General/x6706e/Index.ht
m

Ngugi, C.C et al. 2007. A New Guide to Fish Farming in Kenya. Aquaculture Collaborative
Research Support Program. Department of Fisheries and Aquatic Sciences, Moi University.
Fisheries Department, Ministry of Livestock and Fisheries Development, Government of
Kenya. pp. 101

16
 Senior High School

Aquaculture NC II
12
Quarter 1 - Module 4: Week 4
Apply lime to correct soil acidity

17
 For the learner:
Welcome to the Aquaculture NC II. This module was designed to provide you
with fun and meaningful opportunities for guided and independent learning at your
own pace and time. You will be enabled to process the contents of the learning
resource while being an active learner. This module has the following parts.

What I Need to Know

This will give you an idea of the skills or competencies you are expected to learn in the
module.

What I Know
This part includes an activity that aims to check what you already know about the lesson
to take. If you get all the answers correct (100%), you may decide to skip this module.

What’s In
This is a brief drill or review to help you link the current lesson with the previous one.

Whats New
In this portion, the new lesson will be introduced to you in various ways such as a story,
a song, a poem, a problem opener, an activity or a situation.

What is it
This section provides a brief discussion of the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More
This comprises activities for independent practice to solidify your understanding and
skills of the topic. You may check the answers to the exercises using the Answer Key at the
end of the module.

What I have Learned

This includes questions or blank sentence/paragraph to be filled in to process what you
learned from the lesson.

18
 What I Can Do
This section provides an activity which will help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment
This is a task which aims to evaluate your level of mastery in achieving the learning
competency.

Additional Activities
In this portion, another activity will be given to you to enrich your knowledge or skill of the
lesson learned.

Answer Key
This contains answers to all activities in the module. At the end of this module you will
also find:

References
This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

What I need to know

This lesson will give you insights and knowledge in pond preparation especifically in
applying lime to correct soil acidity.

19
Learning Objectives:

After reading this INFORMATION Sheet, YOU MUST be able to:

1. Understand the basic knowledge in applying lime to correct soil acidity.
2. Apply knowledge and skills in applying lime to correct soil acidity.
3. Explain the importance of applying lime to correct soil acidity in preparation of grow
out facilities.

What I know

Before you go through the lesson, try to answer this pre-test. This will enable
you to find out what you already know and what you still need to know about
“applying lime to correct soil acidity”.

Self Assessment:
Multiple Choice: Choose the letter of the correct answer.

1. Exact liming rate is determined through ____?

A. Water analysis C. fertilization analysis
B. Soil analysis D. none of the above

2. It is a calcium oxide, a white substance used in fertilization.

A. Fish feed B. lime C. fertilizer D. calcium chloride

3. It is a preventive measure or remedial process to increase alkalinity of the pond.

A. Leaching B. Draining C. Liming D. Drying

4. The following are purposes of liming except?

A. Correct soil acidity C. prevents pH fluctuations in ponds
B. Promotes the release of nutrients D. increase the incidence of gill erosion

5. Which is not a pointer to consider in lime application?

A. The amount of lime to be applied depends on the soil acidity
B. New ponds generally require more lime than old ponds
C. Permits normal response to fertilization
D. For old pond, 500kgs/ha of CaCO3 is applied

What’s in?

Fish or shrimp often die in acidic pond condition (pH below 5.0). at pH below 6.0 shrimp
do not eat and die at pH 5.0. on the other hand, the growth of fish and reproduction is greatly
affected but will live. The pond bottom soil must be in ideal level to be useful. This is
because the soil is the substrate for the fish aside from being the main source of nutrients.
20
Availability of these nutrients is dependent on the pH of the soil and the water in it. So unless
the soil is properly maintained, high production could not be reached.

There are so many ways how to improve the pH of the soil and water, but the most
common in fishpond operation is liming.

What’s new?

What is liming?

Liming is the application of lime into the pond bottom. Liming usually solve problems with
acidic soil and water. The application of lime is not a type of fertilization. This is considered
as a remedial procedure needed to allow normal response of the fish stock to fertilization
and other management procedures. Liming is not required for every pond preparation for
freshwater ponds unlike for brackishwater ponds because the ideal area for the latter is
susceptible to the occurence of acid soil.

Liming

What types of pond require liming?

1. Most newly built ponds require lime because they arr likey to have acidic soils. Response
to ferilization is best when the soil pH is brought within the range of 6.5 to 9.0.
2. When the water pH is below 6.5
3. After the subsequent fertilization, natural food is now adequately growing
4. Ponds that are heavily stained with humic substances or decomposing organic matter

21
Ponds should not be limed if:

1. Fertilizers will not be used subsequently, unless the water is very acid
2. Natural food is not important, the fish being fed a complete diet
3. The water pH reaches more than 8.5 by the end of the day

Liming desirability
Water pH Liming of the pond water
<5.5 Obligatory
5.5- 6.5 Necessary to increase pH and alkalinity
6.5- 8.5 Eventually to increase alkalinity
>8.5 None/dangerous

What are the liming materials?

Three types of liming materials are available in the country such as: agricultural lime
(limestone), slaked lime, burned or quick lime and hydrate or unslaked lime. However, there
are other materials like basic slag and calcium silicate. Liming material with ammonium
sulfate is effective as a substitute for synthetic pesticide to eradicate pest and predators. The
liming materials and their neutralizing values(N.V) are presented in the table below.

Liming materials and their corresponding NV

Liming materials Neutralizing Value (%)
Agricultural limestone (CaCO3) 90-105
Slaked or quick lime (CaO) 179
Hydrated or unslaked lime (Ca(OH)2) 136
Basic slag 55
Dolomite (CaMg(CO3)2) 109
Calcium silicate (CaSiO3) 86

1. Agricultural lime

Pure CaCO3 is used as standard with N.V. of 100%. Usually to most fish farmers these
are referred simply as limestone or lime. Limestone is easy to handle and leave no
objectionable residues in the soil. Ground limestone has a long term neutralizing ability or
effect. Neutralizing value or power of lime is the relative ability of lime to neutralize acidity
and is influenced by the fineness of the material. The finer the lime, the better will be the
result.

2. Burned or slaked or quick lime

This type of liming material is produced after heating limestone in commercial large brick
chamber used to burn , bake or dry anything. Due to its high neutralizing value, the effect on
soil and water is seen at once and residual effect I\last more or less within 2 to 3 weeks. It is
not advisable to handle with bare hands because of this property. Aside form neutralizing
acidity, this type of lime has disinfectant properties useful in eradicating pond pests and
predators and controlling fish diseases.

3. Hydrated lime or unburned or unslaked lime

This is the calcium oxide with water. It has a similar properties wit slaked lime but it is
more harmful. Fineness of oxide or hydroxide of lime is always satisfactory. Burned and

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hydrated lime react with the soil or water much more rapidly than do the agricultural or
ground limestone.

Due to these properties it is advisable that during application of lime safety precautions
must be observed. The worker must be wearing hand gloves, long sleeve shir and pants and
with working boots. This is to avoid direct contact with the liming material on because it may
cause skin irritation or burn. Mask must also be used so that the worker will not have any
chance to inhale lime, which may affect his lungs.

How to know the rate of application?

Lime application is based on the efficiency rating (ER) of the liming material and its
neutralizing value. However, if one of the two values is missing, use which ever value is
known following the same formula for the computation of the amount of lime. Lime
requirement of bottom mud can also be based on pH and texture of mud. Table 2 may serve
as reference for lime application at different pH and soil type.

Mud pH Lime Requirement (kg/ha of CaCO3)

Heavy loam or clay Sandy loam Sand

< 4.0 14,320 7,160 4,475
4.0 - 4.5 10,740 5,370 4,475
4.6 - 5.0 8,950 4,475 3,580
5.1 - 5.5 5,370 3,580 1,790
5.6 - 6.0 3,580 1,790 895
6.1 - 6.5 1,790 1,790 0

What are the application methods?

There are several application methods that could be followed in applying lime in the
fishponds as presented below:

1. Broadcasting/spreading by oat at pond surface

2. Soil incorporation/mixing with the soil
3. Pump system, this is used for hydrated lime to avoid any contact with the material
4. Platform spreading
5. Piling along the shallow water edges of ponds and distributed by wind action

What are the effects of liming application?

Good effects
1. Stimulates microbial activity that will result to faster nutrient release to be used by the
natural fish food.
2. Favors phosphate solubility making P the limiting nutrient fish pond available to plants.
3. Increase available CO2 for plants in the production of their food.
4. Reduces turbidity making light penetration higher.
5. Increases fish food organisms.
6. Increases production of organisms living at the pond bottom.

Bad effects
1. Immediate insolubility of lime while it goes down to the pond bottom may cause the
phosphorus to react to sinking lime and the phosphorus is lost from the solution.
2. Sufficient amount of CO2 cannot exist in the water when the pH rises.
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 What is it?

You just have learned about different lime and liming activity as one of the steps in
preparing pond grow-out operation. Answer the following briefly.

1. What is lime?
2. Why is liming done?
3. What is the common method of lime application?

Rubrics to be used in grading:

4  Explanation or answer demonstrtaes strong understanding of the concept
 Student completely explain the concept using appropriate vocabulary
3  Explanation demonstrates good understanding of the concept
 Explanation is nearly complete but some gaps exist; vocabulary is appropriate
2  Explanation demonstrates some understanding of concept
 Explanation is vague or inconsistent with missing or inappropriate vocabulary
1  Explanation demonstrates limited understanding of concept
 Minimal explanation is provided and explanation is unclear with missing and
inappropriate vocabulary
0  Student was unable to offer any explanation

What’s more?

Answer the following questions with a brief discussion or explanation as a proof.

1. What is the common liming material used in fish ponds?

2. What water quality parameter is affected if lime is needed?
3. Can we apply lime even if fish are already present in the pond?

Rubrics to be used in grading:

4  Explanation or answer demonstrtaes strong understanding of the concept
 Student completely explain the concept using appropriate vocabulary
3  Explanation demonstrates good understanding of the concept
 Explanation is nearly complete but some gaps exist; vocabulary is appropriate
2  Explanation demonstrates some understanding of concept
 Explanation is vague or inconsistent with missing or inappropriate vocabulary
1  Explanation demonstrates limited understanding of concept
 Minimal explanation is provided and explanation is unclear with missing and
inappropriate vocabulary
0  Student was unable to offer any explanation

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 What I have learned?

LET US REMEMBER:

1. The calcium oxide with water is called _______________.

2. A water pH reading of 7 means that the water is ________.

3. A water pH reading below 7 means that the water is _________.

4. If pH reading is above 7, this means that the compound is ________.

5. ________ is the application of lime in the pond bottom.

What I can do?

Look around you! List down materials and try to measure it using appropriate measuring
tool. Try also to measure the following using the pH paper attached in your module.

Material pH reading
coffee
Calamansi extract
vinegar
Hydrochloric acid
Tap water

Assessment

Self Check:

Multiple choice: Choose the letter of the correct answer

1. Exact liming rate is determined through ____?

A. Water analysis C. fertilization analysis
B. Soil analysis D. none of the above

2. It is a calcium oxide, a white substance used in fertilization.

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 A. Fish feed B. lime C. fertilizer D. calcium chloride

3. It is a preventive measure or remedial process to increase alkalinity of the pond.

A. Leaching B. Draining C. Liming D. Drying

4. The following are purposes of liming except?

A. Correct soil acidity C. prevents pH fluctuations in ponds
B. Promotes the release of nutrients D. increase the incidence of gill erosion

5. Which is not a pointer to consider in lime application?

A. The amount of lime to be applied depends on the soil acidity
B. New ponds generally require more lime than old ponds
C. Permits normal response to fertilization
D. For old pond, 500kgs/ha of CaCO3 is applied

Additional activity

Activity Sheet 1.1

I. Directions: Answer the following questions

1. Explain why you need to apply lime in the pond?

2. Do you think lime has something to do with the production of algae? Explain why or why
not?
3. What lime should you apply if the pond soil is acidic? If the pond soil is alkaline?

Rubrics to be used in grading:

4  Explanation or answer demonstrtaes strong understanding of the concept
 Student completely explain the concept using appropriate vocabulary
3  Explanation demonstrates good understanding of the concept
 Explanation is nearly complete but some gaps exist; vocabulary is appropriate
2  Explanation demonstrates some understanding of concept
 Explanation is vague or inconsistent with missing or inappropriate vocabulary
1  Explanation demonstrates limited understanding of concept
 Minimal explanation is provided and explanation is unclear with missing and
inappropriate vocabulary
0  Student was unable to offer any explanation

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 Answer key

Self Check:
1. B
2. B
3. C
4. D
5. C

References

Bagarinao, T.U. 1999. Ecology and Farming of Milkfish. Southeast Asian Fisheries
Development Center-Aquaculture Department, Tigbauan, Iloilo, Philippines

Boyd, C.E. 1990. Water Quality in Warm Water Fish Ponds. Alabama Agriculture
Experimental Station, Auburn University, Auburn. John Wiley and Sons, Inc., New York

Boyd, C.E. 1982. Water Quality in Warm Water Fish Ponds. Alabama Agriculture
Experimental Station, Auburn University, Auburn. John Wiley and Sons, Inc., New York

Boyd, C.E. 1980. Water Quality in Warm Water Fish Ponds. Alabama Agriculture
Experimental Station, Auburn University, Auburn. John Wiley and Sons, Inc., New York

Cagauan, A. G. 1999. Water Quality Management for Freshwater Fish Culture. Freshwater
Aquaculture Center, Central Luzon State University, Munoz, Nueva Ecija, Philippnes

Saturno, J. O. 2005. Pond liming. College of Fisheries. Central Luzon State University,
Science city of Mounoz, Nueva Ecija, Philippines

Stickney, R. 1990. Principles of Aquaculture. John Wiley and Sons, Inc., New York

Subosa, P.F. 1986. Pond Liming and Liming Materials for Brackishwater ponds.
Proceedings on National Consultative Meeting on Aquaculture Engineering.
ASEAN/UNDP/FAO Regional Small-scale Coastal Fisheries Development Project.
Southeast Asian Fisheries Development Center-Aquaculture Department, Leganes
Research Station, Leganes Iloilo, Philippines

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