CBLM 1 PDF

HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL
Welcome to the module in Performing Nursery Operations. This module

contains training materials and activities for you to complete.
The unit of competency “Perform Nursery Operations” covers the

knowledge, skills, and attitudes required to complete so as to qualify you in the
National Certification in AGRICULTURAL CROPS PRODUCTION NC II.
You are required to go through a series of learning activities in order to

complete each learning outcome of the module. Each of the learning outcomes is
provided with Information Sheets. Follow these activities on your own and answer the
self-check at the end of each learning outcome. You may remove a blank answer
sheet at the end of each module (or get the answer sheets from the facilitator) to write
the answers for each self-check. If you have questions, don’t hesitate to ask your
facilitator for assistance.
RECOGNITION OF PRIOR LEARNING (RPL)
You may already have some or most of the knowledge and skills covered in
this learner’s guide because you have:
 Been working for some time.

 Already completed training in this area.
If you can demonstrate to your trainer that you are competent in a
particular skill or skills, talk to the facilitator about having them formally
recognized so you do not have to do the same training again. If you have
qualification or Certificate of Competency from the previous trainings, show it to
the facilitator. If the skills you acquired are still current and relevant to the unit/s
of competency they may become part of the evidence you can present for RPL. If
you are not sure about the currency of your skills, discuss this with your
facilitator.
At the end of this module is a Learner’s Diary. Use the diary to record
important dates, jobs undertaken and other workplace events that will assist you in
providing further details to your facilitator/ assessor. A Record of Achievement is also
provided by your facilitator to complete once you complete the module.
Competency-based Date Document No.

Learning Material Developed:
for Agricultural April 2020 Page 1 of
Crops Production Developed Issued by: 111
NC II
by: Jinky T. Revision No.
SSVTC Module Title:
Performing Umali
Nursery
This module was prepared to help you achieve the required competency in
Performing Nursery Operations. This will be the source of information for you to
acquire knowledge and skills in this particular trade independently and at your own
pace, with minimum supervision or help from your instructor.
 Talk to your facilitator and agree on how you will both organize the Training
of this unit. Read through the module carefully. It is divided into sections,
which cover all the skills and knowledge you need to successfully complete
this module.
 Work through all the information and complete the activities in each section.
Read information sheets and complete self-check. Suggested references are
included to supplement the materials provided in this module.
 Most probably your facilitator will be your supervisor or manager. Your
facilitator will support and correct you.
 Your facilitator will tell you about the important things you need to consider
when you are completing activities and it is important that you listen and take
notes.
 You will be given plenty of opportunity to ask questions and practice on the
job. Make sure you practice new skills during regular work shifts. This way
you will improve both your speed and memory and also your confidence.
 Talk to more experience work-mates and ask for their guidance.
 Use the self-check questions at the end of each section to test your own
progress.
 When you are ready, ask your facilitator to watch you perform the activities
outlined in this module.
 Ask you work through the activities; ask for written feedback on your
progress. Your facilitator keeps feedback/ pre-assessment reports for this
reason. When you have successfully completed each element, ask the
facilitator to mark on the reports that you are ready for assessment.
 When you have completed this module, and feel confident that you have had
sufficient practice, your facilitator will arrange an appointment with registered
assessor’s to assess you. The results of your assessment will be recorded in
your competency Achievement Record.

NC II
SSVTC Module Title:
Performing Umali
AGRICULTURAL CROPS PRODUCTION NC II
COMPETENCY BASED LEARNING
MATERIALS
LIST OF COMPETENCIES
NO. UNIT OF MODULE TITLE CODE

COMPETENCIES
1. Perform Nursery Performing Nursery AFF 610301
Operations Operations
2. Plant Crops Planting Crops AFF 610302
3. Care and Maintain Crops Caring and Maintaining Crops AFF 610303
4. Carry-out Harvest and Carrying-out Harvest and

AFF 610304
Post-Harvest Operations Post-Harvest Operations

NC II
SSVTC Module Title:
Performing Umali
MODULE CONTENT
Qualification Title : Agricultural Crops Production NC II
Unit of Competency : Perform Nursery Operations
Module Title : Performing Nursery Operations
Introduction
This module covers the knowledge skills and attitudes required to perform
nursery operations for agricultural crops including establishing nursery shed,
preparation and handling of planting materials, preparation of growing media,
transplanting germinated seedlings and handling nursery tools and equipment.
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module, the students/trainees will be able to:
LO1. Prepare nursery tools, farm implements and simple equipment

LO2. Maintain nursery facilities
LO3. Handle seeds/planting materials
LO4. Prepare growing media
LO5. Conduct propagation activities
ASSESSMENT CRITERIA:
1. Tools, farm implements and simple equipment are prepared according to work
requirements.
2. Basic pre-operative checking of tools, farm implements and equipment is
performed in accordance with manufacturer’s manual and GAP standard.
3. Tools with wear and corrosions are segregated and treated according to
maintenance plan and procedures

NC II
SSVTC Module Title:
Performing Umali
4. Maintained nursery sanitation according to GAP standard.
5. Repair and maintenance of nursery facilities are performed to maximize their
efficiency and effectiveness.
6. Preventive measures are applied for inclement weather.
7. Safety measures are observed and practiced according to OHS.
8. Planting materials are determined according to kinds and varieties.
9. Selected quality seeds according to prescribed characteristics.
10. Performed seed testing to determine percentage germination of the seed stock
in accordance with the standard procedures.
11. Growing media are prepared according to prescribed mixture.
12. Growing media are placed in prescribed containers according to crop
requirements.
13. Containers are arranged and labelled according to varieties/species.
14. Seedbed is prepared based on crop species.
15. Nursery shed is set-up according to plant requirement.
16. Quality seedlings are selected based on prescribed characteristics.
17. Propagation materials are selected according to propagation activity.
18. Plant propagation techniques are performed based on recommended practices.
19. Germinated seedlings are maintained until fully established.
20. Pricking and thinning of seedlings are performed based on recommended
practices.
21. Proper use of PPE and observation of OHS is performed.

NC II
SSVTC Module Title:
Performing Umali
PREPARE NURSERY TOOLS, FARM
LEARNING OUTCOME NO. 1 IMPLEMENTS AND SIMPLE
EQUIPMENT
LEARNING CONTENT
 Tools, farm implements and simple equipment appropriate for
nursery operations.
 Operations and maintenance procedures for a range of farm implements and
simple equipment
 Knowledge on OSHS
 Knowledge on GAP
ASSESSMENT CRITERIA
 Tools, farm implements and simple equipment are prepared according
to work requirements.
 Basic pre-operative checking of tools, farm implements and equipment
is performed in accordance with manufacturer’s manual and GAP
standard.
 Tools with wear and corrosions are segregated and treated according
to maintenance plan and procedures.
CONDITIONS:
Trainee must be provided with the following:
 Shed/greenhouse
 Nursery tools: digging tools, propagation tools, and measuring tools; farm
implements and simple equipment: water pumps, hand tractor, plow, harrow
and sprayer
 References (NSIC catalogue, GAP, OHS, HACCP manuals, etc.)
ASSESSMENT METHODS:
 Direct observation and question
 Demonstration
 Oral interview and written test

NC II
SSVTC Module Title:
Performing Umali
LEARNING EXPERIENCES
Learning Outcome 1
PREPARE NURSERY TOOLS, FARM IMPLEMENTS AND SIMPLE

EQUIPMENT
Learning activities Special Instructions
Read Information Sheet 1.1-1, about If you have some problems on Information
Tools, Farm Implements and Simple
Equipment Sheet 1.1-1, don’t hesitate to approach your
facilitator. If you feel you are
knowledgeable on the content of
Information Sheet 1.1-1, you can now
answer Self-Check 1.1-1.
Compare your answer with the answer key

Answer Self-check 1.1-1 1.1-1. If you got 100% correct answer in this
self-check, you can now move to the next
information sheet. If not review the
information sheet and go over the self-check
again.
Perform Jobsheet 1.1-1 Check your work with the performance

criteria checklist and let your trainer
evaluate your work.

NC II
SSVTC Module Title:
Performing Umali
INFORMATION SHEET NO. 1.1-1
Tools, Farm Implements and Simple Equipment
HAND TOOLS
Are usually light and are used without the help of animals or machines. They
are being used in performing farm activities which involve small areas like school
garden and home garden.
They can be grouped according to uses such as: digging, cutting, harvesting,
cultivating, cleaning, measuring, and watering.
DIGGING TOOLS
Shovel (Round point)
This is the workhorse of the garden,

found in virtually every tool shed. It has
a rounded blade with a point that
permits easier ground penetration. The
blade is slightly hollowed, allowing you
to scoop dirt, mulch and more, and
move it around.
Garden Spade
Featuring a shorter handle with a D-grip
and a blade with a straight, sharp edge,
the spade's main purpose is to cut clean
edges in turf or mulch. You can also use
it to chop through small roots and dig
shallow, square holes for plants.

NC II
SSVTC Module Title:
Performing Umali
Hoe
A tool for digging, scraping and tilling,

having a flat, thin blade set nearly at a
right angle to a long handle.
Pick Mattock
It is used for digging canals, breaking
hard top and for digging up stones and
tree stumps.
Hole Digger
Hand Trowel
It is used for loosening the soil around
the growing plants

NC II
SSVTC Module Title:
Performing Umali
CUTTING TOOLS
Pruning Saw
Resembling a curved keyhole saw, has
large, well-spaced teeth that cut through
live and dead branches quickly without
getting clogged. The blade of a typical
pruning saw is a about a foot long, and it
usually retracts into a case. You can also
buy a pole saw -- a pruning saw mounted
to a long pole -- when you need to cut
Bolo
It is used for cutting tall grasses and
weeds and chopping branches of trees
Hedge Shear
Pruning Shear
It is used for cutting branches of planting
materials and unnecessary branches of
plants
Scythe/Sickle
It is a hand-held agricultural tool with a
variously curved blade typically for
cutting weeds

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Grafting knife
For cutting and defoliation of scion stick,
making of chisel point and 'V' grooves
for grafting
and slashing of thin twigs and for
general-purpose cutting.
Spading Fork
It is used for loosening the soil, digging
out root crops, and turning over the
materials in a compost heap.
Rake
It is used for cleaning the ground and
leveling the topsoil.
FARM IMPLEMENTS/SIMPLE EQUIPMENT
These are accessories that are being pulled by working animals or mounted to
machineries (hand tractor, tractor) which are usually used in preparing land. These are
usually made of metal.
Plows
Specifically used for tilling large areas,
making furrows and inter-row
cultivation. Are made either of a
combination of metal or wood or pure
metal.

NC II 111
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Performing Umali
Harrow
Native wooden harrow is made of wood
with metal teeth and pulled by a
carabao while the disc harrow is made
of metal mounted to a tractor. Used for
tilling and pulverizing the soil.
Rotavator
An implement attached to a tractor,
used for tilling and pulverizing the soil.
Sprayer
Are used to spray insecticides, foliar

fertilizers, fungicides and herbicides.
FARM EQUIPMENT
These are machineries used in land preparation and in transporting farm inputs
and products.
Hand tractor
It is used to pull a plow and harrow in
preparing large area of land.
Four wheel tractor

It is used to pull disc plow and disc
harrow in preparing much bigger area of

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land.
Water pumps
Used to draw irrigation water from a
source
OTHER TOOLS
Soil pH and moisture meter

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Performing Umali
JOB SHEET 1.1-1
IDENTIFY FARM TOOLS AND EQUIPMENT

Title : Identification of Tools and Equipment
Performance Objective: Given the tools and equipment you should be able to
identify different tools and equipment in the farm.
Tools/Equipment
 Cutting tools
 Digging tools
 Watering Tools
 Farm equipment
 Other Tools
Procedure:
Identify each tools and equipment with your trainer.

NC II 111
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Performance Criteria Checklist 1.1-1
JOBSHEET 1.1-1
Identify Farm Tools and Equipment
Trainee’s Name: Date:
Did you… YES NO

 Identify the farm tools and equipment correctly?

NC II 111
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Performing Umali
SELF-CHECK 1.1-1
DIRECTION: Match Column A with Column B. Write your answer on the space
provided before each number.
A B
1. Pick mattock a. Used for tilling and pulverizing the soil.

2. Hand Trowel b. Used to draw irrigation water from a source
3. Hoe c. It is used to pull a plow and harrow in
preparing large area of land.
4. Pruning Shear d. A tool for digging, scraping and tilling, having
a flat, thin blade set nearly at a right angle to a
long handle.
5. Grafting Knife e. for cutting and defoliation of scion stick,
6. Rotavator f. Are used to spray insecticides, foliar
fertilizers, fungicides and herbicides.
7. Harrow g. for cutting branches of planting materials and
unnecessary branches of plants
8. Hand Tractor h. used for digging canals, breaking hard top and
for digging up stones and tree stumps.
9. Water pump i. used for loosening the soil around the growing
plants
10. Sprayer j. An implement attached to a tractor, used for
tilling and pulverizing the soil.

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Performing Umali
ANSWER KEY 1.1-1
1. h
2. i
3. d
4. g
5. e
6. j
7. a
8. c
9. b
10. f

NC II 111
SSVTC Module Title:
Performing Umali
LEARNING OUTCOME NO. 2 MAINTAIN NURSERY FACILITIES
CONTENTS:
 Types of facilities and its maintenance
 OSH standards and other legislatives
ASSESSMENT CRITERIA
 Maintained nursery sanitation according to GAP standard.

 Repair and maintenance of nursery facilities are performed to maximize their
efficiency and effectiveness.
 Preventive measures are applied for inclement weather.
 Safety measures are observed and practiced according to OHS.
CONDITIONS:
 Shed/greenhouse
 Nursery tools: digging tools, propagation tools, and measuring tools; farm
implements and simple equipment: water pumps, hand tractor, plow, harrow
and sprayer
 Growing containers: polyethylene bags, clay pots, plastic containers, seed
tray, seed box, coco husk, wired basket
 Other supplies/materials: cleaning materials/supplies,
 References (NSIC catalogue, GAP, OHS, HACCP manuals, etc.)
ASSESSMENT METHODS:
 Demonstration

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Learning Outcome 2
Maintain Nursery Facilities
Read Information Sheet 1.2-1, about

If you have some problems on Information
Sheet 1.2-1, don’t hesitate to approach your

again.
Perform JobSheet 1.2-1 Check your work with the performance

evaluate your work.

NC II 111
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Performing Umali
Maintain Nursery Facilities
A nursery is a managed site, designed to produce seedlings grown under

favorable conditions until they are ready for planting. All nurseries primarily aim to
produce sufficient quantities of high quality seedlings to satisfy the needs of users.
COMPONENTS OF A GOOD NURSERY
The nursery site should be:
1. located in the nutrient rich/medium soil,

2. near to water source,
3. free from soil pathogens and insects,
4. availability of cheap and skilled labors and
5. has good access to the main road for easy transportation
6. site should be on gently sloping area and away from other tall crops: this is
important for good drainage as well as to encourage air circulation. An
appropriate site must be selected for the most effective, efficient, and
economical design of a nursery. The purpose and target of plants to be
produced will decide the site selection and its improvement. Careful
observation of site conditions and an assessment of past and present climatic
records are important. If desired, make a list of potential nursery sites and
compare them using a decision matrix.
IMPORTANCE OF NURSERY AND ITS ROLE
 Seedlings and grafts are produced in nursery from which the fruit orchards and
 ornamental gardens can be established with minimum care, cost and
maintenance
 The nursery planting materials are available at the beginning of the planting
season.
 This saves the time, money and efforts of the farmers to raise seedlings
 There is a wide scope for fruit orchards, ornamental, vegetable, and landscape

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 gardens at public places, highways and co-operative housing societies
 It assures the production of genetically improved quality planting material
 It provides employment opportunities for technical, skilled, semi-skilled,
unskilled
 labor
 They are an important source supplying the seedlings for meeting the fruit,
pulp and paper, fuel wood, timber and other demands of the industries
LAYOUT
No standard blueprint for designing a plant nursery exists. On the contrary,

each nursery will have a unique design based on distinct needs, resources, and
requirements.
Generally a good nursery should consist of water tank/pond, water

pump/pump house, seed and fertilizer store room, implement shed,
germination/mother bed area; potting/container filling area, seedling raising area,
worker mess/hall, office room, propagation structures, compost area, etc.
A nursery is usually arranged in a series of beds with pathway between them.

An open area is needed at one end, where work such as sieving of soil and filling of
containers can be done. Usually a room/shelter is required for staff and the watchman,
and where equipment can be securely stored. Layout should be in a way that enables
operations to flow logically through the nursery so as to save labor and time. Roads
and paths within the nursery should be carefully planned. The nursery facilities should
be kept clean. Every effort should be made to control weeds in and around the nursery
as weeds may host insects and pathogens.
General Lay out of Nursery
(1: Main road, 2: Gate, 3: Nursery road, 4: Path, 5: Office, 6: Labor shed, 7: Store rooms, 8: Vehicle
shed, 9: Potted plants, 10: Saplings, 11: Seedlings, 12: Propagation/mist chamber, 13: Shade net
house, 14: Polyhouse, 15: Seedling beds, 16: Mother beds, 17: Well/water source, 18: Water pipeline,
19: Soil dumping,20: Compost area, 21: Mother plants, 22: Fencing, 23: Plant library, 24:

NC II 111
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INPUTS
Containers, nursery media, propagules, water, fertilizers, chemicals,

electricity, tools, equipment, machineries and labor are the major input to nursery.
Containers
Made up of polythene (bags, pots, and root trainers), clay (pots) or iron
material. Polybags are the cheap containers, while root trainers are user friendly, easy
to handle and transport.
Nursery Media
The growth medium must be sufficiently firm to hold the seedling or

propagules during rooting and supply food and water for the successful growth of
young seedlings. Soil is a very common easily available and comparatively cheaper
medium used in nursery. Sand is generally used in mother bed and vegetative plant
propagation media. The other media used in nursery are peat soil, sphagnum mass,
vermiculite, perlite, leaf mold, saw dust, grain husk and Coco peat. Among them
vermiculite is mostly used for cuttings while sphagnum mass is used for air layering.
Generally, availability of all mineral nutrients is affected by the pH of the growing
medium. In growing media such as organic soils, maximum availability occurs
between 5.5 and 6.5 pH.
Propagules : Seed, cutting, rootstock, scion, explants, etc.
Water and Fertilizers: water for irrigation and fertilizer for major and minor nutrient
supply.
Chemicals: Pesticides, fungicide, herbicides and growth regulators.
Tools: Axes, crow bar, wheel barrows, boxes, plastic

buckets, watering cans, wire cutters, digging forks,
hammer, nails, hoes, hand pruning knives, budding
knives, respiratory masks, sprayers, saws, scissors,
secateurs, budding and grafting knives, budding and
grafting tape, germination trays, iron pan, spade, forks,
etc.

NC II 111
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Electricity: For operating power machineries and to provide control environment in
nursery
Equipment and Machinery: The nursery operations like transporting, watering and
sales depend on the vehicle and machineries and equipment in the nursery. Among
them tractor with trolley, disc plough, water tanker are necessary. The nursery potting
media filling machine or automated container filling machines (Fig. 3) for nursery
mixture preparation and filling, grafting machine facilitate the speedy operation of
nursery in cost effective way.
Labor: Nursery is a labor intensive activity. Skilled and permanent labor engagement
ensures quality seedling production and their maintenance in nursery.
INPUTS MANAGEMENT
Water and nutrients are the two important inputs having direct relationship
with quality of seedlings. Water quality and its proper availability to plants ensure
better growth of seedlings. It may be used effectively by sprinkler irrigation system.
Irrigation of seedling with the required quantity alone reduces the occurrence of weed,
pathogens, etc. Availability of nutrients to seedlings depends on the pH of the media,
watering and character of species. Proper solarisation of media, mixer media
preparation, container filling, filled container arrangement, using well decomposed
farm yard manure (FYM), quality water and crystal colloids will ensure minimum
input cost.
Mother bed: They are seed sowing beds prepared with fertile and clean nursery
mixtures (Soil, sand and FYM). Generally they are rectangular in shape with 1 to 1.8
m width and 1.8 (in hills) to 12 m (in plains) length. The lengthy side of the bed
should be oriented towards the sun (east-west) so that shading can be done.
Types of mother beds:
 Raised bed: They are prepared by dumping

soil about 10 to 15 cm above ground level.
They are common in high rainfall areas to
prevent water logging. These beds are good for
the species

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which don't require more moisture for germination
 Sunken bed: They are prepared by excavating

the soil in bed area. These beds are usually 10-15 cm
deeper than the normal ground level. It prevents the out
flow of water and conserves moisture. Seeds with hard
coat are sown in these beds.
 Level beds: The surface of this bed is perfectly

flat or has a slight camber. Stones, wood or a line of pucca bricks are placed
at the edges of bed to prevent crumbling in dry season
 Germination bed, transplant bed, storage bed, seedling bed and cutting bed
are the other kind of beds used in nursery for seedling stock preparation
Plant Propagation Structures
For propagation, framed structures such as green house, poly tunnels, culture
room, hardening chamber and mist chamber are some important structures. A
greenhouse is a framed, infrastructure covered with a transparent material in which
crops can be grown under at least partially controlled environment. Various designs of
greenhouse viz.,shade net house, plastic film green house, glass house and natural
greenhouses may be designed according to the need and resource availability.
Shade net House: A shade net nursery usually has 20 m x 10 m dimensions. It is

erected using GI pipes as a support. UV stabilized HDPE green or black colour shade
net of 50 to 75% shade intensity is used to cover the nursery area at a height of 6.5
feet. Wire grid isprovided at the top of the structure as support for shade net. To
prevent insect entry, 40 mesh UV stabilized nylon insect proof net is fitted on all the
four sides of the nursery. Provision is also made to pull polythene sheet over the pro-
trays in the event of rainfall by way of making low tunnel structure. For preparing low
cost polytunnel structure, 3/4" LDPE pipes and 400 gauge UV stabilized polyethylene
sheet are used. Sometime bamboo poles and polysheets may also be used. Glass house
is preferred when the greenhouse is to be placed against the side of an existing
building. It makes best use of sunlight and minimizes the requirements for roof

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supports. Consolidation of interior space reduces labor, lowers the cost of automation,
improves personnel management, and reduces energy consumption.
Glass/Greenhouse: Glass house is preferred when the greenhouse is to be placed

against the side of an existing building. It makes best use of sunlight and minimizes
the requirements for roof supports. Consolidation of interior space reduces labor,
lowers the cost of automation, improves personnel management, and reduces energy
consumption. Glass greenhouse is seldom used today because they are not adaptable
to automation. The construction cost of glass house is more than that of plastic film
greenhouses. Several styles of glass greenhouses are designed to meet specific needs.
Advantages and Disadvantages of a Greenhouse
Advantages Disadvantages
 Crops inside the greenhouse are  Initial costs may be relatively high
better protected from strong
winds, heavy rain and insects
 It is possible to grow crops year-  Temperature inside the
round to time the harvesting when greenhouse, if not provided with
price is high. adequate ventilation, can be high
and uncomfortable for the
workers inside the greenhouse.
 With proper irrigation techniques,  Because of the relatively high

there is a big saving in water temperature, incidence of pest and
resources. disease could be a problem.
 With better assurance of success,  The system needs full attention of

arrangements can be done in the farmer throughout the
advance with market outlets. production cycle.
 The system can generate jobs or

employment in the farm.
 Crop production can be

intensified and diversified.

NC II 111
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Performing Umali
Common Possible Errors in Nursery Activities
 Containers not filled properly

 Cylindrical shape of container not maintained
 Container not in upright position
 Soil or sand used in germination beds not changed after each production cycle
 Sowing seed too deep
 Lifting transplant seedlings individually and wrenching them
 Exposure of seedlings to air after lifting
 Bad transplanting and delayed transplant to container beds
 Leaving air space around the root of the young seedling after transplanting
 Bad root pruning while transplanting
 Inadequate attention paid to root pruning in transplanted containers
before transporting to field
 Same knapsack sprayer used to apply weedicides and fungicides
 Hardening off process starting too late or neglected
 Dumping of seedlings in nursery without placing them as per species, size, etc.
The following figures depicts some of the good nursery practices to be followed and
wrong practices to be avoided in nursery.

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NURSERY DISEASE AND THEIR MANAGEMENT
The seedling stress symptoms like damping off, wilt, root rot, rust and
powdery mildew are caused by pathogen infection and results in stunted growth of
seedlings.
These pathogens may be soil, seed or air borne in nature. Nurseries established in the
recently cleaned land hardly invite parasitic organisms. Stunted growth of seedlings
indicates the loss of soil fertility, excess watering and dumping of seedlings in shady
areas.
As a preventive measure sterilization of nursery mixture, pre-treatment of

seeds with fungicide such as Captan can control the disease. If the disease occurs, the
casual pathogen may be identified by expression of symptoms and accordingly
fungicide may be applied.
Integrated Nursery Disease Management
 Selection of apparently healthy seeds/propagules for seedling production

 Seed dressing with 0.2% Carbendazim/Methyl thiophanate/Benomyl/Thiram
 Sowing in sterilized/fumigated, clean beds and adequate watering
 Using sterilized budding knife, secateurs, and scissors during budding and
grafting
 Transplanting seedling after root dip for 3-5 min in 0.02% Carbendazim
solution
 Healthy planting material maintenance by keeping them under proper sunlight,
 watering and clean environment
 Frequent examination of seedling health and removal of diseased stocks
 Foliar spray of 0.2% Carbendazim/Dithane M-45 at regular interval
NURSERY PESTS AND THEIR MANAGEMENT
A major injury to nursery stock is also caused by various groups of insects.

These insect pests have been divided into three categories viz., major nursery pests
(white grubs, cutworms, termites and crickets), minor nursery pests (defoliators,
sapsuckers, grasshoppers) and non-insect pests (nematodes and vertebrate pests).
Generally the damage caused by the insects may be controlled by maintaining better

NC II 111
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Performing Umali
sanitation of the nursery area, adoption of suitable cultural practices and need based
application of chemical and biological pesticides.
White Grubs: The adult white grubs feed on leaves and larval stage of the grub
(during monsoon months feed on roots. It is a major pest in Mango, and leguminous
seedling). Deep ploughing, soil solarisation, poisoning and using light traps are some
control measures against white grub attack. Application of 200 g phorate or 50 ml of
chloropyriphos mixed in 50 ml water may be used to spray for one bed. Foliar spray
of host trees available in the nursery vicinity with 0.05% monocrotophos or 0.03%
quinalphos can also helpful in controlling the adult population.
Cutworms: It damages the young seedlings soon after germination and is also a feeder
of young leaves. Seedlings of Pine, Cedar, mango, and sapota are themost preferred
by cutworms. Nursery site flooding and collection of cutworm after heavy rains are
some preventive measures to avoid cutworm damages. Dusting of seed bed with a
mixture of quicklime and ash or 1.5% quinalphos will control the insect.
Termites: They cause damage to seedlings either by primary attack (tap root destroy),
secondary attack (follow up attack after draught, pathogens, etc.) or complementary
attack and damage the seedlings which make it weak and subsequently it is
susceptible for other pathogen and pest attacks. The termite attack can be controlled
by keeping the nursery cleared of wood debris, using well decomposed FYM and
application of termiticides such as chlorpyriphos.
Crickets: The nymphs and adult stage cricket come out at night and cut off all the
seedlings, low branches and drag the piece to their tunnels for feeding the young
crickets. Ficus, Casuarina, Eucalyptus, Sisham, teak, rubber and mango seedlings are
commonly affected by crickets. Deep ploughing during nursery site preparation,
application of 200 g phorate or fenitrothinon 5% dust per bed can control the pest.
Minor and Non-insect Pests: Defoliators (beetles, weevils and caterpillers),

grasshoppers and sapsuckers (green leaf hopper, white flies, thrips) are the minor
pests. They can be controlled by the application of 100 g dose per bed of phorate
10%, or spray of formulation of any systemic insecticide eg. dimethoate 30 EC.
Nematodes, rat, squirrel, hare, deer, mite and birds are some important non-insect
pests. Poison bating by rodenticide such as Zinc phosphide, proper fencing and
manual scaring are the best methods to reduce damage by them. Other than the
disease and pest damages, the natural events like frost, chilling, drought, fire and non-
availability of nutrients also cause stunted growth/death of seedlings.

NC II 111
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Performing Umali
WATERING, WEEDING AND NUTRIENT MANAGEMENT IN NURSERY
The single most important factor in germination and seedling production is

water but too much water can be just as harmful as too little water. The quantity of
water required depends on the size of the nursery, the kind of soil, the species, the
number of seedlings and the irrigation method practiced. More water is needed in arid
region nurseries because the sandy soils have a low water holding capacity. For a
nursery of about one hectare area, the estimated water requirement is about 60,000 l
per day during the dry season. To avoid drying of seedlings, a reliable and continuous
supply of water should be ensured by the facility of storage of water for at least 3 days
supply. It is also necessary to ensure the quality of water used for irrigation. Normal
pH water area the best suited, while water with more than pH of 7 favors attacks of
'damping off' fungi.
Watering preferably in the mornings and avoiding the mid-day period when
the sun will cause excessive evaporation. The visible symptoms of over watering are
slight to severe yellowing and stunted growth. Sometimes large groups of seedlings
exhibit 'wave' formations where the watering system is not supplying water uniformly
to all the plants. This condition should not be confused with blocks of plants with
stunted growth which is normally caused by a deficiency of nutrients. Wilting is one
of the early signs of under watering. Hand watering with cans fitted with a rose spray
or knapsack mist nozzles are the obvious methods for small nurseries. The ideal
system for large nurseries is overhead sprinkler irrigation as it is easily controlled and
provides the most uniform method for the application of water.
Weeds are any plants present in the cultivation area which is out of our
interest. They compete with the seedlings for nutrients, water and light and suppress
the growth of young plants because the weeds are usually more vigorous and grow at
a faster rate. The most troublesome are grasses or dicotyledonous plants that grow
from a root stock. If such a weed is cut off at the ground level, it will sprout again and
continue to grow from the carbohydrates stored in its root tissue hence the need to
remove the whole plant. Since it is more difficult to eradicate weeds after they have
invaded seedlings growing in containers and in transplant beds, both the potting soil
and the pre-filled containers may be watered in advance so that the germinated weeds
can be removed in advance of transplanting. For this purpose, containers should be
filled up to 4 weeks in advance of transplanting or direct sowing operations if weed
free potting soil is not available. A thick hedge around the nursery helps keep out
weed seeds that is otherwise brought in by wind.

NC II 111
SSVTC Module Title:
Performing Umali
Sixteen plant food nutrients are essential for proper seedling development.
Each is equally important to the plant, yet each is required in vastly different amounts.
Among them the primary (macro) nutrients (nitrogen, phosphorus, and potassium) are
most frequently required in nursery. Any deficiency of nutrients will be expressed by
seedlings through deficiency symptoms; accordingly the relevant fertilizer should be
applied as per requirement. For general nutrient support, FYM and compost are
mostly used in nurseries where the available soils are either too sandy or too heavy
and of low quality. It helps to build a good soil structure, improves water holding
capacity of the soil and provides nutrients for plants. It greatly reduces the need for
chemical fertilizers and, when mixed with small amounts, dilutes the fertilizer,
making it available in much larger useful quantities. It is therefore an economic way
of using available chemical fertilizers and is itself a natural fertilizer, very similar to
humus. The leaves of seedlings planted with unfinished compost usually turn yellow
because the plant cannot acquire all the nutrients it needs whilst the immature
compost continues to absorb what little nitrogen that might be available. Adding of
well decomposed manure in the nursery mixture will assure the production of quality
and healthy seedlings. In order to boost the rhizome growth, phosphorous must be
added while application of urea will resulted foe good vegetative/ foliar growth of
seedlings. Meanwhile, using of bio-fertilizers such as Azatobactor, Azospirillum and
Phosphobacteria @ 5 to 10 g and vermicompost, VAM @ 10 to 50 g per container
raised seedlings are also suggested to boost the growth of seedlings.
PLANNING AND SCHEDULING OF NURSERY ACTIVITIES
The successful establishment of quality seedling and propagules depends upon

the proper planning and timely execution of activities. Even though seed storage
facilities, propagation structures for external environment control are available, doing
the nursery activities as per natural season will enhance the field planting success of
the propagules. Preparation of species level nursery activity calendar will facilitate the
seedling production. Following are important points to be remembered for planning of
nursery activity.
 Mature pod/fruit has to be collected just prior to its falling and subsequently
seed should be extracted without damage to the seeds
 Sowing of seed/propagules should be carried out during early morning (7 to 9
am) or evening (3 to 5 pm) hours

NC II 111
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Performing Umali
 Transplanting, watering, weeding and shifting operations in nursery needs to
be done at fixed interval
 Hardening of vegetative propagules and dispatch of grown up seedlings
should be in proper time
 Engaging only the skilled and trained labor in nursery activities to assure the
success
 Water storage for lean available period, mother plant maintenance for seasonal
collection of material is some important resource management activities
 Timely availability of nursery inputs (soil, sand, FYM, bio-fertilizer,
chemicals, water, etc.) and their collection in cheap cost period can reduce the
seedling production cost
 Each plant species has its own season of establishment. Hence, sowing,
transplanting and distribution of each species should be scheduled accordingly
Following are some general scheduling of seedling production in nursery:
Seed Collection: Fresh and fully matured fruit/pod at its available season.
Propagules Collection: As per standard season and method of scion, bud collection
specific to the species.
Seed Sowing and Transplanting: During physiological active period
Avoidable Period: Severe winter, summer, labor shortage, pest and disease outbreak
seasons.
NURSERY WASTES
Maintaining good production nursery hygiene can minimize cross-

contamination and breeding environments for pests. This should be achieved in
combination with an effective pest monitoring/management program. A ‘spray diary’
record should accompany each consignment of plant material.
All plant waste and spilled growing media should be collected and removed
from production areas. Waste should be disposed of away from production
facilities/areas and water sources.

NC II 111
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Performing Umali
Appropriate disposal mechanisms for plant waste include hot composting or
delivery to a dedicated waste management facility.
RECORD MANAGEMENT
Records of all purchases (seed, chemicals, media, etc.), observation of data

(sowing, germination dates and germination per cent, growth, etc.), labor engagement
and attendance, sales, pest and disease outbreaks, permanent and temporary stocks
(including species wise seedling stocks) and movement register are required to be
maintained up to date. Various records of expenditure and income are recorded in
different book viz., purchase book, sales book, ledger, cash book, dispatch register,
etc. It is advisable to maintain books of accounts for the following reasons:
 They provide up-to-date nursery business information and guideline

for planning
 They help to analyze the performance of the nursery activity

NC II 111
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Performing Umali
SELF-CHECK 1.2-2
DIRECTION: Match Column A with Column B. Write your answer on the space
provided before each number.
A B
1. Propagules a. Polythene bags, pots and root trainers

2. Containers b. Termites
3. Nursery c. Damping off
4. Pest d. Most important factor in germination and
seedling production
5. Water e. designed to produce seedlings grown under
favorable conditions until they are ready for
planting
f. Seed, cutting, root stock

NC II 111
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Performing Umali
ANSWER TO SELF-CHECK 1.2-1
1. f
2. a
3. e
4. b
5. d

NC II 111
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Performing Umali
JOB SHEET 1.2-1
NURSERY LAY OUT

Title : Nursery Lay out
Performance Objective: Given the materials needed you should be able to design a
nursery.
Materials
 Bond paper
 Pen/pencil
 Ruler
Procedure:
Considering the components of a nursery make a nursery lay-out.

NC II 111
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Performing Umali
JOBSHEET 1.2-1
Identify Farm Tools and Equipment
Did you… YES NO

 Component of a nursery is existent.

NC II 111
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Performing Umali
HANDLE SEEDS/PLANTING
LEARNING OUTCOME NO. 3
MATERIALS
CONTENTS:
 Seeds
 Characteristic of quality seeds/planting materials
 Proper handling of seeds/planting materials
 Treatment of seeds/planting materials to ensure germination/viability
ASSESSMENT CRITERIA
1. Planting materials are determined according to kinds and varieties.
2. Quality seeds are selected according to prescribed characteristics.
3. Seed testing is conducted to determine the percentage germination of the seed
stock in accordance with the standard procedures
4. Planting materials are treated following standard protocol
CONDITIONS:
 Shed/greenhouse
 Planting materials: seeds, suckers, tissue cultured plantlets, cuttings, rhizome,
corm, grafted material, tubers, runners/solon, bulbs
 Nursery tools: shovel, hand trowel, bolo, knife, spade, wheel barrow, etc.
 Nursery supplies/materials: pesticides, growth promoters, poly bags, crates,
etc.
 References (NSIC catalogue, GAP, OHS, HACCP manuals, etc.)
ASSESSMENT METHODS:
 Demonstration

NC II 111
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Performing Umali
Learning Outcome 3
Handle Seeds/Planting Materials

Seeds and Planting Materials

again.
Perform Jobsheet 1.3-1 to 1.3-3 Check your work with the performance
evaluate your work.

NC II 111
SSVTC Module Title:
Performing Umali
Seeds and Planting Materials
The quality of seeds is considered as an important factor for increasing yield.

The use of quality seeds helps greatly in higher production per unit area to attain food
security of the country. Quality seeds have the ability for efficient utilization of the
inputs such as fertilizers and irrigation.
Seed
A seed is a matured ovule. It consists of an embryo, its food reserves, and the
seed covering called testa or seed coat. The embryo which is the rudimentary plant is
usually the product of the fertilization of the egg cell by one of the two female nuclei
from a pollen tube. It also refers to propagating materials of healthy seedlings, tuber,
bulbs, rhizome, roots, cuttings, setts, slips, all types of grafts and vegetative
propagating materials used for production purpose.
Thus seed is the most vital and crucial input for crop production, one of the
ways to increase productivity without adding appreciably to the extent of land now
under cultivation by planting quality seed.
CHARACTERISTICS OF GOOD QUALITY SEEDS
Quality seed is defined as varietal pure with a high germination percentage,

free from disease and disease organisms, and with proper moisture content and
weight.
Quality seed insures good germination, rapid emergence and vigorous growth.
These aspects translate to a good stand (whether greenhouse or field). Poor quality
seeds results in “skips” excessive thinning, or yield reductions due to overcrowding,
all of which diminish profitability.
 Varietal Purity – free from mixed varieties

 Germination and vigor – seeds that germinate 90% will establish more
seedlings than those that germinate only at 70%.
 Mechanical purity –pure seeds are free from mechanical injury.

NC II 111
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Performing Umali
 Uniformity of size – seeds of uniform size are also more likely to be similar in
seedling vigor.
 Free from seed-borne diseases – disease free plants are expected to give better
field performance than infected ones.
 Free from mixture – must be free from mixture with other seeds and foreign
matter
Importance of Quality Seed
1. Seed is vital input in crop production;

 It is the cheapest input in crop production and key to agriculture
progress.
 Crop status largely depends on the seed materials used for sowing.
 Response of other inputs in crop production depends on seed material
used.
2. The seed required for raising crop is quite small and its cost is so less compare
to other inputs
3. This emphasis the need for increasing the areas under quality seed production
4. It is estimated that good quality seeds to improve varieties can contribute
about 20-25% increase in yield.
Benefits of Using Quality Seeds
1. They are genetically pure (true to type)

2. The good quality seed has high return per unit area as the genetic potentiality
of the crop can be fully exploited.
3. Less infestation of land with weed seed/other crop seeds.
4. Less disease and insect problem.
5. Minimization of see/seedling rate i.e fast and uniform emergence of seedling.
6. They are vigorous, free from pest and diseases.
7. They can be adopted themselves for extreme climatic condition and cropping
system of the location.
8. The quality seed respond well to the applied fertilizers and nutrients.
9. Uniform in plant population and maturity.
10. Crop raised with quality seed are aesthetically pleasing.
11. Good seed prolongs life of a variety.
12. Yield production is very easy.
13. Handling in post-harvest operation will be easy.
14. Preparations of finished products are also better.
15. High produce value and their marketability.

NC II 111
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Performing Umali
Factors Affecting Seed Quality
1. Genetic factors that can influence quality include:

 Genetic make-up
 Seed size
 Bulk density
2. Physical or environmental characteristics include:

 Injuring during planting and establishment
 Growing conditions during seed development
 Nutrition of mother plant
 Physical damage during production or storage by machine or pest
 Moisture and temperature during storage
 Age or maturity of seeds
CHOOSING THE RIGHT VARIETY
1. Adopted to local conditions

2. High yielding
3. Tolerant to major pest
4. Tolerant to water submergence and or drought
GERMINATION PROCESS
Germination is the process by which an organism grows from a seed or

similar structure. The most
common example of
germination is the sprouting of
a seedling from a seed of an
angiosperm or gymnosperm.
Germination is usually the

growth of a plant contained
within a seed; it results in the
formation of the seedling, it is
also the process of reactivation of metabolic machinery of the seed resulting in the
emergence of radicle and plumule. The seed of a vascular plant is a small package

NC II 111
SSVTC Module Title:
Performing Umali
produced in a fruit or cone after the union of male and female reproductive cells. All
fully developed seeds contain an embryo and, in most plant species some store of
food reserves, wrapped in a seed coat. Some plants produce varying numbers of seeds
that lack embryos; these are called and never germinate. Dormant seeds are ripe seeds
that do not germinate because they are subject to external environmental conditions
that prevent the initiation of metabolic processes and cell growth. Under proper
conditions, the seed begins to germinate and the embryonic tissues resume growth,
developing towards a seedling.
FACTORS AFFECTING SEED GERMINATION
1. External Factors :
a. Water – a dormant seed is generally dehydrated and contains hardly 6 –
15% water in its living cells. The active cells however, require about 75-
95% of water for carrying out their metabolism. Therefore, the dormant
seeds must absorb external water to become active and show germination.
Besides providing necessary hydration for the vital activities of
protoplasm, water soften the seed coats, causes their rupturing, increases
permeability of seeds, and converts the insoluble food to soluble form for
its translocation to the embryo. Water also brings in the dissolve oxygen
for use by the growing embryo.
b. Oxygen – Oxygen is necessary for respiration which releases the energy
needed for growth. Germinating seeds respire very actively and need
sufficient oxygen. The germinating seeds obtain this oxygen from the air
contained in the soil. It is for this reason that most seeds sown deeper in
the soil or in water-logged soils (i.e. oxygen deficient) often fail to
germinate due to insufficient oxygen. Ploughing and hoeing aerate the soil
and facilitate good germination.
c. Temperature - An optimum rate of temperature is essential for
germination. Protoplasm cannot carry on vital activities at a very low or at
a very high temperature. There is a minimum below which seeds will not
germinate and a maximum above which germination will not take place.
The suitable temperature, of course, varies with the seeds. Most of the
seeds usually show signs of germination when temperature varies from
25°C to 30°C. The germination in most cases stops at 0°C and 45°C.

NC II 111
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Performing Umali
1. Internal Factors
Seed Dormancy Due to Internal Conditions and Its Release:
In some plants the embryo is not fully mature at the time of seed
shedding. Such seeds do not germinate till the embryo attains maturity. The
freshly shed seed in certain plants may not have sufficient amounts of growth
hormones required for the growth of embryo. These seeds require some
interval of time during which the hormones get synthesized.
The seeds of almost all the plants remain viable or living for a specific
period of time. This viability period ranges from a few weeks to many years.
Seeds of Lotus have the maximum viability period of 1000 years. Seeds
germinate before the ending of their viability periods.
In many plants, the freshly shed seeds become dormant due to various
reasons like the presence of hard, tough and impermeable seed coats, presence
of growth inhibitors and the deficiency of sufficient amounts of food, minerals
and enzymes, etc
In many species seeds are incapable of germinating because of some
inhibitory factor(s). Such seeds even placed under suitable environments of
germination are unable to germinate. This is called process of seed dormancy.
Sometimes the seeds are quiescent. Such seeds do not germinate because of
the lack of favourable environmental conditions.
Causes of Seed Dormancy:
1. Light Requirements: Some seeds require a definite light treatment before

they can germinate. Such seeds supposedly possess inhibitors(s) which are
disintegrated by light. Seeds which respond to light are photoblastic.
Galston and Davies have proposed a possible mechanism for the
control of dormancy by day length as follows: As is evident from the above
mechanism phytochrome mediates switch between GA and ABA synthesis. It
may be mentioned that not all the seeds need light for their germination. In
fact, some seeds are inhibited by light.
Moreover, light and temperature effects are interrelated. Some seeds
respond to specific day length. The stimulatory effect of light can be replaced
by GA, potassium nitrate, etc. It has also been demonstrated that effect of light
does not affect embryo.
2. Temperature (Thermodormancy): In seeds of many plant species
pretreatment with low temperature quickens germination whereas high
temperature inhibits their germination. Stratification is a process where seeds

NC II 111
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Performing Umali
are layered in some trays and cold air is blown over them for several weeks or
months.
The chilling may affect embryo or seed-coat or both the parts of the
seeds. It seems at low temperature ABA present in the seeds is broken down.
In some seeds seed-coat causes dormancy and stratification decreases the
ABA level. On the contrary chilling promotes GA synthesis.
3. Seed coat effect: Dormancy in some seeds is due to the occurrence of hard
seed coat. Once removed the seeds start germinating. Possibly biochemical or
physiological processes may be involved in such a dormancy. In some
instances seed coat is hard and impervious to oxygen.
If in such instances the seed coat is broken and oxygen supplied, there
is stimulation of seed germination. Seed coat, if hard and impervious, may
also prevent diffusion of inhibitors. Signals for the dormancy breaking may be
located in the seed coat.
4. Immature embryo: In Ranunculus and some members of orchidaceae
dormancy is due to immature embryos.
5. Inhibitors: Seeds of some species may contain inhibitors which act as
germination inhibitors. These inhibitors may be located in the seed coat,
glumes or some parts of the fruit, endosperm, embryo, etc. Coumarin, para-
ascorbic acid, etc. are some of the very common inhibitors. On the contrary,
KNO3, kinetin, GA counteract these inhibitors and promote seed germination.
Some seeds show secondary dormancy i.e. due to the lack of suitable
environmental conditions they fail to do so. If such a dormancy is due to CO2,
through the use of some stimulus, mechanical or chemical treatment may be
given to promote embryo growth.
Methods to Break Seed Dormancy:
Scarification (in botany) involves weakening, opening, or otherwise altering the coat
of a seed to encourage germination. Scarification is often done mechanically,
thermally, and chemically. The seeds of many plant species are often impervious to
water and gases, thus preventing or delaying germination. Any process designed to
make the testa (seed coat) more permeable to water and gases (and thus more likely to
germinate) is known as scarification.
Types of Scarification

NC II 111
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Performing Umali
1. Mechanical scarification
The most common type of scarification. Seeds having very hard seed
coat when scratched with some abrasive material, softens the coat and makes
it pervious to water. In mechanical scarification, the testa is physically opened
to allow moisture and air in. Seed coats may be filed with a metal file, rubbed
with sandpaper, nicked with a knife, cracked gently with a hammer, or
weakened or opened in any other way.
In some instances seeds subjected to high oxygen pressure also
germinate.
Immature embryo dormancy may be broken when embryos are
allowed to complete their development.
2. Chemical scarification
Is another type of scarification which involves the use of one or more
chemicals to promote germination. It can involve imbibing or soaking seeds in
precisely concentrated acidic or basic solutions for varying amounts of time.
Chemicals such as sulfuric acid or even household bleach can be used to affect
this process. Chemical scarification can also be achieved through the use of
nutrient salts such as potassium nitrate. Dipping of seeds in strong acids like
H2SO4 or some organic solvents e.g. acetone, alcohol or even dipping in
boiling water breaks dormancy by weakening the seed coat.
Through the application of some chemical like potassium nitrate,

gibberellin, kinetin etc., it is possible to conteract the inhibition on seed
germination. Cyanide, azide, thiourea also induce germination. Fig. 24-3
shows presence of amygdalin which is the precursor of hydrogen cyanide and
the latter is an inhibitor.
On soaking the seeds P-glucosidase becomes active and clevages

glucose molecules from amygdalin. The aglycone released is decomposed into
hydrogen cyanide and benzaldehyde.
3. Thermal scarification can be achieved by briefly exposing seeds to hot water,

which is also known as hot water treatment. In some chaparral plant
communities, some species' seeds require fire and/or smoke to achieve
germination. An exception to that phenomenon is Western poison oak, whose
thick seed coatings provide a time delayed effect for germination, but do not
require fire scarification.

NC II 111
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Performing Umali
Scarification, regardless of type, works by speeding up the natural
processes which normally make seed coats permeable to water and air.
Scarified seeds do not store well and need to be planted quickly, lest the seeds
become unviable.
Significance of Seed Dormancy:
Dormancy in plants is both useful and harmful to man. Cereal grains have
temporary dormancy which is helpful for their harvesting, dry storage and as a source
of food. In the absence of dormancy these grains were likely to germinate in the field
and experience unfavourable conditions. Seeds of several weeds remain dormant for
many years and are a source of nuisance to the farmers.
In the survival of the species, dormancy has a great advantage especially in

areas having well marked seasonal changes and where winter and summer are of
drastic types. In several of the alpine and temperate species, bud and seed dormancy is
initiated with the beginning of winter and this process helps the plant species to tide
over adverse winter conditions without any damage.
Similarly, in deserts, most annual species have their seeds dormant till
sufficient rainfall occurs. The availability of rain water helps in the diffusion of
inhibitors present in the seed coat of such species and germination is initiated.
In general two theories are advanced to account for the dormancy regulation
and these are hormonal and restriction of gaseous exchange. It is generally assumed
that seeds of several dormant species contain inhibitors.
Thus, when the level of these inhibitors is brought down or promoters are
enhanced, germination is initiated. The role of oxygen uptake is also emphasized,
especially in collaboration with high temperatures, as an important factor in causing
seeds dormancy.
SEED PROTECTION
• Use of disinfectant – eliminate organisms on the surface of the seeds

(insecticide)
• Use of disinfectant – eliminate organisms/ pathogens within the seed itself

(fungicide, bactericide, nematicide, etc.)

NC II 111
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Performing Umali
• Use of protectants – materials that are applied to the seeds to protect them
from pathogen.
SEED VIABILITY
The viability of the seed accession is a measure of how many seeds are alive
and could develop into plants which will reproduce themselves, given the appropriate
conditions.
How should viability be determined?
The most accurate test of viability is the germination test. The germination test
is made under controlled conditions to find out how many seeds will germinate and
produce normal seedlings which could develop into normal reproductively mature
plants.
GERMINATION TESTING
A germination test is a simple way to determine if the seeds you are planting
are viable after storing them for a season or if you are unsure of the germination rate.
A germination test may also help farmers, extension agents, and students troubleshoot
germination issues and understand that when seeds fail to germinate regularly in the
field and garden, it might be due to factors other than the quality of the seeds.
Additionally, it can be used to compare the viability of different varieties and make
purchase decisions or to adjust for a lower rate when needing to produce a specific
number of plantlets. Treating or cleaning seeds may also improve germination and
prevent plant diseases.
The viability of seed can be determined by three methods: the rag doll method,
the Petri dish method, and the seedbox method. The result of any of these tests
indicates whether a stock of seed is suitable for planting and it serves as a basis for
computing the right amount of seed to use.

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Performing Umali
P E T R I D I S H METHOD
You’ll need:
a grease pencil
4 petri dishes and covers
filter paper
Obtain composite sample of seeds
Take seeds at random. Discard all unfilled seeds. Count four lots of exactly 100
seeds.
Label the petri dish cover. With a grease pencil write the variety name and the
date of the test on the cover of each petri dish (fig. 1).
Place a piece of filter paper in each dish. Use only the bottom of the petri dish.
Moisten the filter paper. Add just enough clean water to cover the filter paper (too
much water will cause the seeds to float).
Place the seeds on the filter paper. Evenly distribute 100 seeds on the filter
paper in each dish. Placing too many seeds in one place tends to complicate
subsequent counting of germinated seeds. Do not add water immediately after placing
seeds on the filter paper because water drops may displace the seeds and group them
in clusters.
Cover the petri dishes. Use the labeled covers.
Let the seeds germinate. Place the four petri dishes in a safe place. Room
temperature is favorable for germination. Do not place the dishes in an air-
conditioned room. Maintain enough moisture in the dishes to wet the filter paper by
occasionally adding drops of water. The seeds will germinate in 4 to 5 days.
Count the germinated seeds. After 4 or 5 days, count the number of seeds that
have shoots and roots. All shoots must be longer than 1 cm. If they are not, seed
viability may have been damaged.

NC II 111
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Performing Umali
Record the result. Divide the total number of shoots in the four dishes by 4 to get
the percentage viability.
Recommendations. To be acceptable for planting, seeds should have 80 percent

germination or more. If germination is lower than 80 percent, but above 60 percent,
you may have to sow more seed in the seedbed to make up for poor germination. If
the germination is lower than 60 percent, do not use the seed unless no other is
available.
RAG DOLL METHOD
You’ll need:
4 pieces of cloth, 15 × 20 cm
12 rubber bands or string
4 paper labels
4 bamboo sticks about 1 cm wide and 30 cm long
Obtain a composite sample of seeds to be tested. Take seeds at random. Discard all
unfilled seeds. Count exactly 100 seeds.
Label the test. Write name of variety and date of test on a paper label.
Moisten a piece of cloth. Soak a cloth in water then squeeze the water out. This
helps the seed to stick when placed on the cloth. Spread the cloth on a flat surface.
Sow the seeds on the cloth. Distribute all 100 seeds evenly in rows of 10. Start
about 2 cm from each edge of the cloth(fig. 2).
Place the bamboo stick on the cloth. Place the bamboo stick along the longer
edge of the cloth (fig. 3).
Roll the cloth around the stick. Press the border of the damp cloth against the
stick and simultaneously roll the stick with the cloth while moving toward the
opposite border. Do not roll the stick without moving it toward the opposite border or
you may displace your arrangement of seed. Secure the cloth in place by tying both
ends with rubber bands or string (fig. 4).

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Attach paper label to the stick.
Let the seeds germinate. Moisten the seed by dipping the rag doll in the pail of
water, then remove it from the pail. About three dippings per day are sufficient to
keep the seed continuously moistened. Store the rag doll in a shaded place at room
temperature (28 °C), but not in an air-conditioned room. Protect the rag doll from rats.
The seeds will germinate in 4 to 5 days.
Count the germinated seeds.

After 4 or 5 days count the number
of seeds that have shoots and roots.
All shoots must be longer than 1
cm. If they are not, seed viability
may have been damaged.
Record the result. The number

of shoots counted is the percentage
viability. The result is more reliable
if the test is based on four rag dolls
prepared at the same time. 4. A finished rag doll
Recommendations. Seed for planting should have 80 percent germination or more.

If germination is lower than 80 percent, but above 60 percent, you may have to sow
more seed in the seedbed to make up for poor germination. If the germination is lower
than 60 percent, do not use the seed unless no other is available.
THE SEEDBOX METHOD
You’ll need:
a box about 15 × 30 × 30 cm filled 10 cm deep

with soil
a paper label or wooden labeling peg
Obtain a composite sample of seed to

be tested. Take seeds at random. Discard all
Label the seedbox. Write name of variety

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tested and date on a paper tag or a wooden pot labeling peg. Stick the label in the soil
at one corner of the seedbox (fig. 5).
Plant the seeds in the box. Drop seed in rows. One box is sufficient for planting
all your replications (divide the box into four sections and plant 100 seeds in each
section) (fig.
5). Cover the seeds slightly with soil. Water the box after sowing, then occasionally
thereafter. Do not let the soil dry out. Protect the seeds from rats. The seeds will
germinate in 4 to 7 days.
Count the germinated seed. At the end of the germination period, count the
number of shoots above the soil level. Do not count any shoot shorter than 1 cm.
Record the results. Divide the total number of shoots in all four sections of the
box by 4 to get percentage viability.
Recommendations. Seed for planting should have 80 percent germination or more.

If germination is lower than 80 percent, but above 60 percent, you may have to sow
Count the germinated seed. At the end of the germination period, count the
number of shoots above the soil level. Do not count any shoot shorter than 1 cm.
Record the results. Divide the total number of shoots in all four sections of the
box by 4 to get percentage viability.
Recommendations. Seed for planting should have 80 percent germination or

more. If germination is lower than 80 percent, but above 60 percent, you may have
to sow

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Calculating the Germination Rate
Germination percentage is an estimate of the viability of a population of seeds.

The equation to calculate germination percentage is:
Germination (%) = Number of seeds germinated

X 100
Number of seeds on the tray
For example, if 86 seeds germinated in a tray of 100 seeds after 10 days, then
10-day germination (%) = 86 X 100 = 86%

100
PLANTING MATERIALS OF VEGETATIVELY PROPAGATED CROPS
1. Bulb – are round, swollen parts of a stem that are typically found
underground. Within these organs of
vegetative propagation lies the central
shoot of a new plant. Bulbs consist of a bud
that is surrounded by layers of fleshy,
scale-like leaves. These leaves are a source
of food storage and provide nourishment to
a new plant. Example onions, garlic,
shallots, hyacinths, daffodils, tulips and
lilies
2. Corms – are enlarged bulb-like

underground stems. These vegetative
structures stores nutrients in fleshy, solid
stem tissue and are typically externally
surrounded by papery leaves. Due to their

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physical appearance, corms are commonly confused with bulb. The major
difference is that corms contain solid tissue internally and bulbs have only
layer of leaves. Corms produce adventitious roots and possess buds that
develop from corms include crocus, gladiolus and taro.
3. Rhizome – are modified stems that typically grow horizontally along the
surface of or beneath the ground. Rhizomes are storage sites for growth
substances such as proteins and starches. As rhizomes extend, roots and shoots
may arise from segments of the rhizome and develop into new plants. Certain
grasses, lilies, irises and orchids propagate in this manner. Edible plant
rhizomes include ginger and turmeric.
4. Runners – also called stolons, are similar to
rhizomes in that they exhibit horizontal growth
or just below the soil’s surface. Unlike
rhizomes, they originate from existing stems.
As runners grow, they develop roots from buds
located at nodes (internodes) are more widely
spaced I runners than in rhizomes. New plants
arise at nodes where shoots develop. This type
of propagation is seen in strawberry plants, currants and black pepper.
5. Suckers – attach to a parent plant and form a dense, compact mat. Since too
many suckers can lead to smaller crop size, excess numbers are pruned.
Mature suckers are cut away from parent plant and transplanted to anew area
where they sprout new plants. Suckering has the dual purpose of growing new
shoots and removing nutrient-sucking buds that prohibit a main plant from
growing. Example: banana, pineapple
6. Tubers – are vegetative organs that may

develop from stems or roots. Stem tubers
arise from rhizomes or runners that became
swollen from storing nutrients. The upper
surface of a tuber produces new plant
system (stems and leaves), while the bottom
surface produces a root system. Potatoes
and yams are examples of stem tubers. Root tubers originate from roots that
have been modified to store nutrients. These roots become enlarged and may
give rise to a new plant. Sweet potatoes and dahlias are example of root tubers.

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7. Tissue culture – this technique involves
the culturing of plant cells that may be
taken from different parts of parent plant.
The tissue is placed in a sterilized
container and nurtured in a special
medium until a mass of cells known as
callus is formed. The callus is then
cultured in a hormone-laden medium
and eventually
develops into plantlets. When planted, these mature into fully grown plants.
8. Plantlets – are vegetative structures that

develop on some plant leaves. These
miniature, young plants arise from
meristem tissue located along leaf
margins. Upon maturity, plantlets develop
roots and drop from leaves. Then they take
root in the soil to form new plants. An
example of a plant that propagate in this
manner is Kalanchoe. Plantlets may also
develop from the runners of certain plants such as spider plants.

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SELF CHECK 1.3-1
DIRECTION: Match the following in Column A with Column B. Write the letter
of the correct answer before each number.
A B
1. Scarification a. embryo is not fully mature

2. Tissue culture b. 0 - 45oC
3. Dormancy c. Mature ovule
4. Temperature d. culturing of plant cells
5. Seed e. 25 – 30oC
f. weakening, opening, or otherwise
altering the coat of a seed to
encourage germination

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ANSWER KEY 1.3-1
1. f
2. c
3. a
4. e
5. c

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JOB SHEET 1.3-1
PERFORM GERMINATION TESTS
Title : Germination Test – Petri Dish Method

Performance Objective: Given the supplies and materials, you must be able to
conduct germination test.
Supplies and Materials:
 a grease pencil
 4 petri dishes and covers
 filter paper
Procedure:
1. Obtain composite sample of seeds. Take seeds at random. Discard all unfilled
seeds. Count four lots of exactly 100 seeds.
2. Label the petri dish cover. With a grease pencil write the variety name and the
date of the test on the cover of each petri dish.
3. Place a piece of filter paper in each dish. Use only the bottom of the petri dish.
4. Moisten the filter paper. Add just enough clean water to cover the filter paper
(too much water will cause the seeds to float).
5. Place the seeds on the filter paper. Evenly distribute 100 seeds on the filter
paper in each dish. Placing too many seeds in one place tends to complicate
subsequent counting of germinated seeds. Do not add water immediately after
placing seeds on the filter paper because water drops may displace the seeds
and group them in clusters.
6. Cover the petri dishes. Use the labeled covers.
7. Let the seeds germinate. Place the four petri dishes in a safe place. Room
temperature is favorable for germination. Do not place the dishes in an air-
conditioned room. Maintain enough moisture in the dishes to wet the filter
paper by occasionally adding drops of water. The seeds will germinate in 4 to
5 days (depends on what kind of seeds).
8. Count the germinated seeds. After 4 or 5 days, count the number of seeds that
have shoots and roots. All shoots must be longer than 1 cm. If they are not,
seed viability may have been damaged.
9. Calculate the germination rate and record the result. Divide the total number
of shoots in the four dishes by 4 to get the percentage viability.

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JOBSHEET 1.3-1
Perform Germination Tests – Petri Dish
Did you… YES NO
 Prepares tools/materials according to work

requirements.
 Determines seeds/planting materials according to
kinds and varieties
 Selects quality seeds according to prescribed
characteristics
 Conducts seed testing to determine the percentage
germination of the seed stock in accordance with the
standard procedures

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JOB SHEET 1.3-2
Title : Germination Test – Ragdoll Method
Supplies and Materials :
 4 pieces of cloth, 15 × 20 cm
 12 rubber bands or string
 4 paper labels
 4 bamboo sticks about 1 cm wide and 30 cm long
Procedure:
1. Obtain a composite sample of seeds to be tested. Take seeds at random. Discard all
2. Label the test. Write name of variety and date of test on a paper label.
3. Moisten a piece of cloth. Soak a cloth in water then squeeze the water out. This helps
the seed to stick when placed on the cloth. Spread the cloth on a flat surface.
4. Sow the seeds on the cloth. Distribute all 100 seeds evenly in rows of 10. Start about
2 cm from each edge of the cloth.
5. Place the bamboo stick on the cloth. Place the bamboo stick along the longer edge of
the cloth.
6. Roll the cloth around the stick. Press the border of the damp cloth against the stick
and simultaneously roll the stick with the cloth while moving toward the opposite
border. Do not roll the stick without moving it toward the opposite border or you may
displace your arrangement of seed. Secure the cloth in place by tying both ends with
rubber bands or string.
7. Attach paper label to the stick.
8. Let the seeds germinate. Moisten the seed by dipping the rag doll in the pail of water,
then remove it from the pail. About three dippings per day are sufficient to keep the
seed continuously moistened. Store the rag doll in a shaded place at room temperature
(28 °C), but not in an air-conditioned room. Protect the rag doll from rats. The seeds
will germinate in 4 to 5 days.
9. Count the germinated seeds. After 4 or 5 days count the number of seeds that have
shoots and roots. All shoots must be longer than 1 cm. If they are not, seed viability
may have been damaged.
10. Calculate the Germination rate and record the result. The number of shoots counted is
the percentage viability. The result is more reliable if the test is based on four rag
dolls prepared at the same time.

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JOBSHEET 1.3-2
Perform Germination Tests – Ragdoll Method
Did you… YES NO

requirements.
kinds and varieties
characteristics
standard procedures

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JOB SHEET 1.3-3
Title : Germination Test – Seed Box Method

Supplies and Materials:
 a box about 15 × 30 × 30 cm filled 10 cm deep with soil
 a paper label or wooden labeling peg
Procedure:
1. Obtain a composite sample of seed to be tested. Take seeds at random. Discard
all unfilled seeds. Count exactly 100 seeds.
2. Label the seedbox. Write name of variety tested and date on a paper tag or a
wooden pot labeling peg. Stick the label in the soil at one corner of the
seedbox.
3. Plant the seeds in the box. Drop seed in rows. One box is sufficient for
planting all your replications (divide the box into four sections and plant 100
seeds in each section. Cover the seeds slightly with soil. Water the box after
sowing, then occasionally thereafter. Do not let the soil dry out. Protect the
seeds from rats. The seeds will germinate in 4 to 7 days.
4. Count the germinated seed. At the end of the germination period, count the
number of shoots above the soil level. Do not count any shoot shorter than 1
cm.
5. Calculate the germination rate and record the results. Divide the total number
of shoots in all four sections of the box by 4 to get percentage viability.

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JOBSHEET 1.3-3
Perform Germination Tests – Seedbox Method
Did you… YES NO

requirements.
kinds and varieties
characteristics
standard procedures

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LEARNING OUTCOME NO. 4 PREPARE GROWING MEDIA
CONTENTS:
 Characteristic and type of good growing media
 Potting techniques for a range of containers
 Crop requirements for a specific growing media
ASSESSMENT CRITERIA
1. Growing media are prepared according to prescribed mixture.
2. Growing media are placed in prescribed containers according to crop
requirements.
3. Containers are arranged and labeled according to varieties/species.
4. Seedbed is prepared based on crop species.
CONDITIONS:
 Shed/greenhouse
 Growing media: garden soil, peat moss, saw dust, coco coir, rice hull, CRH,
compost, river sand, animal manure, etc.
 Containers: polyethylene bags, clay pots, plastic containers, seed trays, seed
box, coconut husk, wired basket
 Nursery tools: shovel, hand trowel, bolo, knife, spade, wheel barrow, etc.
etc.
 References (NSIC catalogue, GAP, OSHS, HACCP manuals, etc.)
ASSESSMENT METHODS:
 Demonstration

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Learning Outcome 4
Prepare Growing Media


Growing Media

again.
Perform Jobsheet 1.4-1 Check your work with the performance

evaluate your work.

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INFORMATION SHEET 1.4-1
GROWING MEDIA
Often also referred to as “substrate” or potting soil a growing medium is a

material, other than soil on the spot in which plants are grown.
A growing medium can be defined as a substance through which plant roots

grow and extract water and nutrients. Selecting a good growing medium is
fundamental to good nursery management and is the foundation of a healthy root
system.
Growing media for use in container nurseries is available in two basic forms:
soil based and organic based. Compared with soil based media that has field soil as a
major component, organic based media (a base of organic materials that may be
compost, peat, coconut coir, or other organic materials, mixed with inorganic
ingredients) promotes better root development. In temperate areas, nurseries can
choose from a wide range of commercial products for their growing media, including
peat moss, vermiculite, and perlite, and premixed blends of these ingredients. Most
nurseries in the tropics, however, do not have easy and affordable access to these
materials, and even nurseries in temperate areas are seeking to replace some of these
ingredients with more local and sustainable materials. In the tropics, growers often
create their own media using locally available ingredients.
A favorable growing medium consists of two or more ingredients. Growers

must be familiar with the positive and negative characteristics of the various
ingredients and how they will affect plant growth when creating a suitable growing
medium, or even when purchasing a commercial one. This chapter describes the uses,
functions, and properties of growing media ingredients. From this information, you
can experiment with available materials and find the best combination(s) for your
nursery.
FUNCTIONS OF GROWING MEDIA
1. Physical Support
The growing medium must be porous yet provide physical support. Young plants
are fragile and must remain upright so that they can photosynthesize and grow. With
larger nursery stock in individual containers, a growing medium must be heavy

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enough to hold the plant upright against the wind.
Bulk density is the responsible factor and will be
discussed in the next section.
2. Aeration
Plant roots need a steady supply of oxygen
to convert the photosynthate from the leaves into
energy so that the roots can grow and take up water
and mineral nutrients. The byproduct of this
respiration is carbon dioxide that must be dispersed
into the atmosphere to prevent the buildup of toxic concentrations within the root
zone. This gas exchange occurs in the large pores (macropores) or air spaces in the
growing medium. Because nursery plants grow rapidly, they need a medium with
good porosity—a characteristic termed “aeration” that will be discussed in more detail
in the next section.
3. Water Supply
Nursery plants use a tremendous amount of water for growth and
development, and this water supply must be provided by the growing medium.
Growing media are formulated so that they can hold water in the small pores
(micropores) between their particles. Many growing media contain a high percentage
of organic matter such as peat moss and compost because these materials have
internal spaces that can hold water like a sponge. Therefore, growing media must
have adequate porosity to absorb and store the large amounts of water needed by the
growing plant.
4. Supply of Mineral Nutrients

Most of the essential mineral nutrients that nursery plants need for rapid
growth must be obtained through the roots from the growing medium. Most mineral
nutrients are electrically charged ions. Positively charged ions (cations) include
ammonium nitrogen (NH4+), potassium (K+), calcium (Ca+2), and magnesium
(Mg+2). These cations are attracted to negatively charged sites on growing medium
particles up to the point when the roots extract the cations. The capacity of a growing
medium to adsorb these cations is referred to as cation exchange capacity (CEC), and
this important characteristic is discussed in the next section. Different media
components vary considerably in their CEC, but peat moss, vermiculite, and compost
have a high CEC value, which explains their popularity in growing media.

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COMPONENTS
Growing media components are either organic or inorganic. Organic

components include peat moss, bark, coconut coir, rice hulls, etc. inorganic
components include perlite, pumice, vermiculite, sand, hydrogel, etc. Some of these
components hold water on within their structures, while other hold little compared to
other components.
TYPES OF GROWING MEDIA
Coconut Coir. Coconut Coir, or coco coir, is a very popular growing medium for
hydroponics users. It is made from the middle layer of a coconut, the part just beneath
the outer layer and outside the interior shell. Perhaps the best advantage of coconut
coir is its cost efficiency and quality. Coconut Coir has a great pH level that allows
you skip purchasing pH balancing items. Coir also does a great job draining and
retaining water to promote healthy growth. The only types of plants we don’t
recommend you grow in coconut coir are heavy feeding plants like vegetables. You
can still grow them, but you’ll need to purchase some fertilizer or compost
amendments.
Fun Fact: It takes about a year from the minute coconut coir is extracted from
a coconut until it is ready to be used as a growing media.
Rice Hulls. Rice hulls are a bi-product of the rice milling industry. Although they are
extremely light in weight, rice hulls are very effective at improving drainage. The
particle size and resistance to decomposition of rice hulls and sawdust are very
similar. However N depletion is not as serious of a problem in media amended with
rice hulls.
Sand. Sand, a basic component of soil, ranges in particle size from 0.05mm to 2.0mm
in diameter. Fine sands (0.05mm – 0.25mm) do little to improve the physical
properties of a growing media and may result in reduced drainage and aeration.
Medium and coarse sand particles are those which provide optimum adjustments in
media texture. Although sand is generally the least expensive of all inorganic
amendments it is also the heaviest. This may result in prohibitive transportation costs.
Sand is a valuable amendment for both potting and propagation media.

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Peat and Peat-Like Materials. Peat moss is formed by the accumulation of plant
materials in poorly drained areas. The type of plant material and degree of
decomposition largely determine its value for use in a growing medium.
Perlite. Perlite is a silicous mineral of volcanic origin. The grades used in container
media are first crushed and then heated until the vaporization of combined water
expands it to a light powdery substance. Lightness and uniformity make perlite very
useful for increasing aeration and drainage.
Perlite is very dusty when dry and has a tendency to float to the top of a
container during irrigation. It has also been shown that perlite contains potentially
toxic levels of fluorine. Although costs are moderate, perlite is an effective
amendment for growing media.
Vermiculite. Vermiculite is a micacious mineral produced by heating to

approximately 745oC. The expanded, plate-like particles which are formed have a
very high water holding capacity and aid in aeration and drainage. Vermiculite has
excellent ex-change and buffering capacities as well as the ability to supply potassium
and magnesium. Although vermiculite is less durable than sand and perlite, its
chemical and physical properties are very desirable for container media.
Bagasse. Bagasse is a waste bi-product of the sugar industry. It may be shredded

and/or composted to produce a material which can increase the aeration and drainage
properties of container media. Because of its high sugar content, rapid microbial
activity results after the incorporation of bagasse into a media. This decreases the
durability and longevity of bagasse and influences N levels. Although bagasse is
readily available at low cost, (usually transportation), its use is limited.
PREPARATION OF GROWING MEDIA
One advantage of using a container over that of planting in a seedbed is that

the medium for growing the seedlings can be chosen. Usually, a mixture of equal
parts of sand, soil and compost (1:1:1) is recommended, though not necessary. If the
soil is sandy loam, then sand need not to be added, or if the soil is high in organic
matter, compost may be omitted. A mixture of rice hull (2 parts), soil-sand-compost
(1 part) makes a good medium for pechay if the rice hull is soaked in 3 percent
ammonium sulfate solution for two weeks. Non-soil media such as vermiculite and

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perlite, which are minerals can be sued, but they are relatively expensive and may be
difficult to obtain locally; however they are free from soil-borne diseases
Reminders in Mixing Media
 Correct media mixing is imperative for successful nursery crop production.

 Uniformity of the mix is essential to avoid potential drainage, aeration and
plant growth problems.
 When mixing media, uniform quantities of materials should be added to
produce a consistent, final product from batch to batch.
 Mixing duration is critical for the formation of a success product. Overmixing
organic matter like peat may result in a mix that is too finely ground, leading
to compaction and decreasing aeration and drainage.
 Consider all cost.
 Avoid over compaction.
 When deciding which media components to include in a custom mix, keep in
mind the aeration nutrient requirements of the specific crops to be grown.
Sterilize Growing Media
To insure that the soil is free from soil-borne microorganisms, the soil is
sterilized. The longer it takes for seeds to germinate and the slower the growth rate of
seedlings, the greater is the danger of microbial infection; thus, the greater the need to
sterilize the soil.
 Soil sterilization is done either by heating the soil sufficiently or with the use
of chemicals.
o Burning rice straw on soil surface
o Application of fungicides, nematicides etc. Methyl bromide obtainable
in cans is a commonly used chemical for sterilizing soil. It is released
in gaseous form; thus, the soil should be covered with plastic sheet to
prevent the escape of chemical into the air. Forty percent (40%)
formaldehyde can be used to sterilize small amounts of soil at a rate of
one-half tbsp. in one cup of water.
o Pouring of boiling water on bed/seedling trays
o Sun drying
o Drenching

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Good Media Mixtures for Container Plants
 100% compost
 100% soil less mix
 25% garden soil + 75% compost
 25% soil less mix + 25% garden soil + 50% compost
 25% garden soil + 75% soil-less mix
 50% soil-less mix + 50% compost
PLANT CONTAINERS
Plant containers come in a wide variety of prices, sizes, colors, shapes and
materials. Each specific container has advantages and disadvantages of its own.
Where you want to keep the potted plant, your climate, aesthetic value, and
ease of maintenance and cost are all factors you need to consider before you make a
decision.
Pressed Paper. Pressed paper containers are a great choice when dealing with
vegetables. These containers breathe well, promoting healthy root growth and
improving aeration, as well as insulating the roots from temperature changes that
might otherwise harm or stress your plants.
These planters are biodegradable, which is great for the environment but
means that you will need to replace them every single year.
Coir. Coir containers are economically and ecologically sound choices. These
planters are made from coconut husks and are studier than the pressed paper pots, but
still keep the benefits for the paper pots.
Other types are made from grain husks and various binding agents rather than
coconut husks. These pots are inexpensive and can be found in a wide variety of
colors and shapes, up to around a foot in diameter.
Ceramic. Ceramic containers, or stoneware, are made from finely textured, light-
colored clay and then glazed. These containers are fired at a high kiln temperature,
which reduces the pot’s porousness and vulnerability to the elements. However, if a
ceramic pot is left out in the cold weather it can still crack. The down side to this
durability is that the pots are quite heavy, although this factor makes them a good

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choice for plants that will grow to be top heavy. Ceramic planters also tend to be
expensive, but are available in a wide variety of color glazes and designs.
They come in a wide variety of shapes and sizes, with large bowls being
among the most common.
Terra Cotta. Terra cotta is a type of clay that is commonly used in making pots and
planters of various sizes and shapes. Terra cotta pots can be as small as two inches in
diameter or height, and as large as the creator’s imagination.
The shapes and sizes of containers from this material are seemingly endless,
so they are quite versatile. It is typically a warm reddish brown color and offers an
earthy appeal to gardeners.
Terra cotta also tends to be readily available and affordable, which makes it a
popular choice among gardeners for indoor and outdoor use.
Two aspects of terra cotta that you need to be aware of is that it is more fragile
than some of the other planting options, and that terra cotta is generally sold unglazed
and is therefore permeable.
This means that the pot can lose moisture, and soak in moisture from the
outside. If you find that you cannot keep up with the water needs of a plant that is
otherwise thriving in terra cotta container, then I suggest lining the interior of the pot
with a graze or some plastic to limit the amount of water that escapes through the pot.
Remember to leave some drainage holes in the plastic if you do chose to line a
pot, or you will encounter a new set of water related woes.
If you live in an area with very cold winters, it is important to store any terra
cotta pots upside-down and indoors to prevent early destruction from the elements.
Fiberglass and Resin. Fiberglass planters are created from a blend of resin and glass
fibers. These pots tend to be molded to look like terra cotta or stone pots. Actually,
some manufacturers have added some limestone of clay to the resin blend to create a
better texture.
While this choice might not be the most ecologically friendly, it does have
quite a few advantages.

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Fiberglass planters are lightweight, durable, and look very much like the
materials they are molded to imitate. These containers do not need any special
storage; they can handle any expected weather without having to be taken indoors.
Plastic. Plastic containers can also be made to look like other materials, but is less
realistic and durable that the fiberglass planters.
Most plants that you purchase in a store or at a nursery will go home with you
in a plastic container; this is because it is the cheapest container for commercial
growers to use.
Thicker versions of plastic planters can be made to look like stoneware or terra
cotta pots, but they do not have the heft of the real thing. Plastic planters can come in
an endless number of sizes and shapes.
Wood. Wooden planters can look great in just about any outdoor or patio setting.
These containers tend to be square or rectangle, although there are some curved
containers available as well.
Wood is not likely to crack in cold weather, and is slow to dry out. The only
real danger with wood containers is rot; therefore, I suggest lining a wooden planter
with plastic to prevent this problem. Just remember to leave some holes in the plastic
for drainage.
Metal. Metal containers are extremely durable, and in the case of case iron, extremely
heavy. Metals such as aluminum can offer gardeners the durability of metal with a
lighter weight, making the planting and moving of pots much more practical.
Aluminum does not rust, does not need painting and costs less than some other
metal options. Other metal choices include copper-coated stainless steel, zinc, lead,
and copper.
Concrete. Concrete planters can look great, especially once they have aged a little.
While concrete is the practical choice for large plants that might need the ballast
support against the wind because of its sheer weight, which weight also makes the
planter difficult to move.
Other commonly used containers are tin cans and to certain extent bamboo
tubes.in selecting containers, consider availability, convenience, price and reusability.
Earthen pots are expensive but are re-usable for a long period of time until they break.

NC II 111
SSVTC Module Title:
Performing Umali
Plastic bags are easily available, less bulky and cheap. Plastic bag is the preferred
container in nurseries as it is easy to transport. Tin cans are cheap but become rusty.
Bamboo tubes are time-and labor-consuming to make and easy attacked by termites.
However, they may be more easily available and cheap. The containers selected
should be provided with holes for proper drainage.

NC II 111
SSVTC Module Title:
Performing Umali
SELF CHECK 1.4-1
Multiple choice: Underline the letter of the correct answer.
1. Aeration
a. Water b. oxygen c. nutrients d. all of the above
2. Plastic
a. Cheapest b. expensive c. durable d. all of the above
3. Coco coir
a. Sugar cane b. rice c. coconut d. volcanic origin
4. Bagasse
a. Sugar cane b. rice c. coconut d. volcanic origin
5. Growing media is also called .
a. Sugar cane b. rice c. substrate d. volcanic origin

NC II 111
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Performing Umali
ANSWER KEY 1.4-1
1. b
2. a
3. c
4. a
5. c

NC II 111
SSVTC Module Title:
Performing Umali
JOB SHEET 1.4-1
Title Prepare Growing Media

Performance Objective Given the tools and materials, you must be able to
prepare growing media.
Supplies and Materials
 Polyethylene bag
 Seedling tray
 Compost
 Sand
 Soil
Tools:
 Hand trowel
 Spade
Procedure:
1. Prepare all the tools and materials needed in mixing growing media.
2. Mix the media.
3. Place the mixed media in polyethylene bag/seedling trays.

NC II 111
SSVTC Module Title:
Performing Umali
JOBSHEET 1.4-1
Did you… YES NO

 Prepares growing media according to prescribed
mixture*
 Prepares seedbed based on crop species
 Containers are arranged and labeled according to

varieties/species
 Places growing media in prescribed containers
according to crop requirements

NC II 111
SSVTC Module Title:
Performing Umali
CONDUCT PROPAGATION
LEARNING OUTCOME NO. 5
ACTIVITIES
CONTENT
 Proper selection of quality seedlings/planting materials
 Collection procedure for planting materials
 Plant propagation techniques for a range of plants.
 Care and maintenance of seedlings
ASSESSMENT CRITERIA
1. Nursery shed is set-up according to plant requirement.
2. Quality seedlings are selected based on prescribed characteristics.
3. Propagation materials are selected according to propagation activity.
4. Plant propagation techniques are performed based on recommended practices.
5. Germinated seedlings are maintained until fully established.
6. Pricking and thinning of seedlings are performed based on recommended
practices.
7. Proper use of PPE and observation of OHS is performed.
CONDITIONS:
 Shed/greenhouse
 Planting materials: seeds, suckers, tissue cultured plantlets, cuttings, rhizome,
corm, grafted material, tubers, runners/solon, bulbs
 Nursery tools: shovel, hand trowel, bolo, knife, spade, hoe, wheel barrow,
sprayer, sprinkler, etc.
old newspapers, basin, pail, etc.
 Containers: polyethylene bags, clay pots, plastic containers, seed trays, seed
box, coconut husk, wired basket
 References (NSIC catalogue, GAP, OHS, HACCP manuals, etc.)
ASSESSMENT METHODS:
 Demonstration

NC II 111
SSVTC Module Title:
Performing Umali
Learning Outcome 5
Conduct Propagation Activities

Propagation Activities

again.
Perform Jobsheet 1.5-1 – 1.5-3 Check your work with the performance
evaluate your work.

NC II 111
SSVTC Module Title:
Performing Umali
INFORMATION SHEET 1.5-1
PLANT PROPAGATION
Plant propagation is the process of creating new plants from a variety of

sources: seeds, cuttings, bulbs and other plant parts. Plant propagation can also refer
to the artificial or natural dispersal of plants.
THE PROCESS OF VEGETATIVE PROPAGATION
Vegetative reproduction involves vegetative or non-sexual plant structures,

whereas sexual propagation is accomplished through gamete production
and subsequent fertilization. In non-vascular plants such as mosses and liverworts,
vegetative reproductive structures include gemmae and spores. In vascular plants,
vegetative reproductive structures include roots, stems, and leaves.
Vegetative propagation is made possible by meristem tissue, commonly

found within stems and leaves as well as the tips of roots, that contains
undifferentiated cells. These cells actively divide by mitosis to allow widespread and
rapid primary plant growth. Specialized, permanent plant tissue systems also originate
from meristem tissue. It is the ability of meristem tissue to continually divide that
allows for plant regeneration required by vegetative propagation.
METHODS OF PLANT PROPAGATION
A. Sexual Propagation
It is the most common method by which plants
reproduce in nature, most efficient and widely used
method for cultivated crops. Seeds arise from the fusion
of male and female gametes to form a single cell
(zygote) within the ovule of a flower.
Seeds and spores can be used for reproduction

One way to propagate an avocado

NC II 111
SSVTC Module Title:
Performing Umali
(through e.g. sowing). Seeds are typically produced from sexual reproduction
within a species, because genetic recombination has occurred. A plant grown from
seeds may have different characteristics from its parents. Some plant species,
including many trees do not produce seeds until they reach maturity, which may
take many years. Seeds can be difficult to acquire and some plants do not produce
seed at all.
SEEDING RATE
Seeding rate is the number of seeds planted per hectare (ha) to ensure normal
density of sprouts and maximum.
Before sowing, it is imperative to know the seeding rate of particular crop in order
to determine the quantity needed, this will also able the grower to save expenditures.
Most crops grown by seeds have its own seeding rate.
To calculate seeding rate:
Formula: amount of seeds = SR (kg/ha) x area (ha) x 100

% germination
Example:
Calculate the amount of tomato seeds needed for 0.5 ha with 95% germination
and a seeding rate of 300g/ha.
Given: SR = 300g/ha or 0.3
kg/ha Area = 0.5 ha
%germination = 95
Solution:
Amount of seeds = 0.3 kg/ha x 0.5 ha x 100
95%
= 0.15 kg x 100
95%
Amount of seeds = 0.158 kg or 158 g/ha

NC II 111
SSVTC Module Title:
Performing Umali
Sowing of Seeds in a Seedling Tray
1. Read the information on the seed packet. It will tell Read the information on
the seed packet. It will tell you when to start your seeds and what they need in
the way of soil and air temperature, humidity and light, as well as any special
pre-plating treatment.
2. Fill the seedling tray with

growing media.
3. Moisten the mix before seeds

are sown.
4. Make hole in the center of the

growing media to which the
seeds will be sown, depth will
vary depending on the types or
size of sedes

NC II 111
SSVTC Module Title:
Performing Umali
5. Sow/drop carefully at least 1-2
seeds in each hole.
6. Put label in each compartment
7. Allow the seeds to germinate by

providing the necessary care
and maintenance
THINNING OUT OR PRICKING OUT - removing excess seedlings, to allow

sufficient room for the remaining plants to grow. Picking out the overpopulated
seedlings in any flower or vegetable bed, to make a better growing condition for the
rest. Making better spacing and esthetics for the growing area.

NC II 111
SSVTC Module Title:
Performing Umali
SELECTION OF QUALITY SEEDLINGS
 Healthy, vigorously growing and

free of diseases.
 Robust with no deformities.
 Stem is sturdy and has a large
root collar diameter.
 Crown is symmetrical and dense.
 Root system is free of
deformities
 Have a dense root system with many fine, fibrous hairs and white root tips.
 Have a ‘balance’ between shoot and root mass.
 Leaves are healthy, dark green color.
 Accustomed to short periods without water
 Accustomed to full sunlight.
LABELLING FOR SEEDLINGS
After each propagation activity, labelling is important. Label should

indicate the following:
o Variety
o Date planted
o Source – area/place (for fruit trees)
o Count/number
o Grower’s name
B. Asexual Propagation
Involves reproduction from vegetative parts of plants and is possible because
the vegetative organs of many plants have the capacity for regeneration.
1. Separation and Division
Separation – involves separating naturally detachable organs from the
mother plant.

NC II 111
SSVTC Module Title:
Performing Umali
Division – procedure wherein specialized vegetative structures are cut
into sections – modified organs which may be separated and or
divided:
 Bulb – are round, swollen parts of a stem that are typically
found underground. Within these organs of vegetative
propagation lies the central shoot of a new plant. Bulbs consist
of a bud that is surrounded by layers of fleshy, scale-like
leaves. These leaves are a source of food storage and provide
nourishment to a new plant. Example onions, garlic, shallots,
hyacinths, daffodils, tulips and lilies
 Corms – are enlarged bulb-like underground stems. These
vegetative structures stores nutrients in fleshy, solid stem tissue
and are typically externally surrounded by papery leaves. Due
to their physical appearance, corms are commonly confused
with bulb. The major difference is that corms contain solid
tissue internally and bulbs have only layer of leaves. Corms
produce adventitious roots and possess buds that develop from
corms include crocus, gladiolus and taro.
 Crown – pan of a plant at the surface of the ground from which
new shoots are produce Ex. Aster, Shasta daisy
 Offset – (syn,Offshoot) a characteristic type of lateral shoot or
branch which develops from the base of the main stem in
certain plants (a shortened, thickened stem of rosette-like
appearance Ex. Pistia sp.
 Rhizome – are modified stems that typically grow horizontally
along the surface of or beneath the ground. Rhizomes are
storage sites for growth substances such as proteins and
starches. As rhizomes extend, roots and shoots may arise from
segments of the rhizome and develop into new plants. Certain
grasses, lilies, irises and orchids propagate in this manner.
Edible plant rhizomes include ginger and turmeric.
 Runners – also called stolons, are similar to rhizomes in that
they exhibit horizontal growth or just below the soil’s surface.
Unlike rhizomes, they originate from existing stems. As
runners grow, they develop roots from buds located at nodes
(internodes) are more widely spaced runners than in rhizomes.
New plants arise at nodes where shoots develop. This type of

NC II 111
SSVTC Module Title:
Performing Umali
propagation is seen in strawberry plants, currants and black
pepper.
 Slip – leafy shoot originating from axilliary buds borne at the
base of a plant or peduncle of the fruit. Example pineapple,
cabbage
 Suckers – attach to a parent plant and form a dense, compact
mat. Since too many suckers can lead to smaller crop size,
excess numbers are pruned. Mature suckers are cut away from
parent plant and transplanted to anew area where they sprout
new plants. Suckering has the dual purpose of growing new
shoots and removing nutrient-sucking buds that prohibit a main
plant from growing. Example: banana, pineapple
 Tubers – are vegetative organs that may develop from stems or
roots. Stem tubers arise from rhizomes or runners that became
swollen from storing nutrients. The upper surface of a tuber
produces new plant system (stems and leaves), while the
bottom surface produces a root system. Potatoes and yams are
examples of stem tubers. Root tubers originate from roots that
have been modified to store nutrients. These roots become
enlarged and may give rise to a new plant. Sweet potatoes and
dahlias are example of root tubers.
 Plantlets – are vegetative structures that develop on some plant
leaves. These miniature, young plants arise from meristem
tissue located along leaf margins. Upon maturity, plantlets
develop roots and drop from leaves. Then they take root in the
soil to form new plants. An example of a plant that propagate in
this manner is Kalanchoe. Plantlets may also develop from the
runners of certain plants such as spider plants.
2. Cutting – a portion of a stem, root. Or leaf is cut

from the parent plant, after which this plant part is
a place under certain favorable environmental
conditions and included to form roots and shoots,
thus producing a new independent plant.
Types:
 Root cutting – ex breadfruit, apple

NC II 111
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Performing Umali
 Stem cutting – types: hardwood, semi-hardwood, softwood,
herbaceous cutting. Ex. Cassava, malunggay, coffee, rose
 Leaf cutting – ex. Snakeplant, begonia, African violet
 Leaf – bud cutting – ex. Black pepper, vanilla
3. Layering – a propagation method by which adventitious roots are
included to a form on a stem while it is still attached to the parent
plant.
Types:
 Simple layering
 Air layering or marcotting
 Compound or serpentine layering
 Mound or stool layering

NC II 111
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Performing Umali
 Trench layering
4. Grafting – connecting parts of plants together in such a manner that

they will unite and continue their growth as one plant
a. Scion – short piece of detached shoot with one several
dormant buds and which is to become the upper portion
of graft combination.
b. Rootstock – lower portion of graft which develops into
the root system of the grafted
p
l
a
n
t
.
Types of Graftage:
i. Approach grafting or Inarching – selected shoots of the desirable

plant are grafted with the stem of the stock grown in individual
containers while the scions are still connected with the mother
plant.
ii. Topworking – this method of grafting is usually used in changing
the top of established inferior plants into more desirable ones.
iii. Splice grafting – in this method, the detached scion used is
leafless, usually with terminal leaf bud or well developed dormant
bud.

NC II 111
SSVTC Module Title:
Performing Umali
iv. Cleft grafting – a
detached scion is directly
grafted on top of the stock
as in splice grafting,
except that the types of
cuts used vary.
v. Side grafting – in this method of grafting, the basal portion of a

detached scion is joined at the side of the trunk of the stock.
vi. Bark grafting – this
method is especially
useful in grafting a
detached scion on a
stumped stock whose
stem is much larger than
that of the scion.
5. Budding – an asexual propagation that like grafting, which involves

joining 2 plant parts such that the size of the scion is reduced to only
one bud and a small section of bark, with or without wood.
Types of Budding:
i. Patch budding – this type of budding is usually used in species
having a thick bark which can be separated easily from the
wood.

NC II 111
SSVTC Module Title:
Performing Umali
ii. Shield or T-budding – this is usually made on an actively
developing stem whose bark can be readily separated from the
wood.
iii. Chip budding – this method of budding is used where the bark
of the stem adheres closely to its wood, which may occur
naturally to some species arising from growing conditions.
6. Inarching (approach grafting )
7. Tissue culture – this technique
involves the culturing of plant cells
that may be taken from different
parts of parent plant. The tissue is
placed in a sterilized container and
nurtured in a special medium until
a mass of cells known as callus is
formed. The callus is then cultured
in a hormone-laden medium and eventually develops into plantlets.
When planted, these mature into fully grown plants.
Comparison of Sexual and Asexual Propagation
Sexual Propagation Asexual Propagation

most economical True to type
Fastest Allows production of plants when
propagation by seeds is impossible
Not true-to-type Smaller and early bearer
takes a longer time to mature Recommended for dioecious plants
tend to grow into large plants
sex not determined

NC II 111
SSVTC Module Title:
Performing Umali
SELF CHECK 1.5-1
Multiple Choice: Underline the letter of the correct answer.
1. Bulb
a. Garlic b. taro c. strawberry d. spider plants
2. Runner
3. Plantlets
4. Budding
a. Scion and root stock b. bud c. plant tissue d. all of the above
5. Grafting
a. Scion and root stock b. bud c. plant tissue d. all of the above

NC II 111
SSVTC Module Title:
Performing Umali
ANSWER TO SELF CHECK 1.5-1
1. a.
2. c.
3. d.
4. b.
5. a.

NC II 111
SSVTC Module Title:
Performing Umali
JOB SHEET 1.5-1
Conduct Different Propagation Activities
Title : T Budding
Performance Objective: Given the tools and materials, you must be able to perform
grafting and budding.
Supplies and Materials :
 Budding/grafting tape
 Budstick
Tools/Equipment:
 Budding/grafting knife
 Pruning shears
Procedure:
1. Prepare all the tools and materials needed in the propagation activities.
2. Cut a budstick from its source.
3. Carve a “bud shield” for grafting.
4. Make a T-cut in the new plant (rootstock).
5. Create a pocket. Peel the bark away from your T-cut. Start from the inside
corners where the vertical and horizontal cuts meet.
6. Trim the bud shield if needed.
7. Graft the bud shield to the root stock.
8. Tie and cover the graft.

NC II 111
SSVTC Module Title:
Performing Umali
JOBSHEET 1.5-1
Conduct Propagation Activities (T-Budding)
Did you… YES NO

 Selects quality seedlings based on prescribed
characteristics
 Performs plant propagation techniques based on
recommended practices*
 Maintains the plant based on recommended practices
 Selects quality seedlings and other propagation

materials based on established criteria of the crop*

NC II 111
SSVTC Module Title:
Performing Umali
JOB SHEET 1.5-2
Title : Cleft Grafting

grafting and budding.
Supplies :
 Scion
 Root stock
 Buds
Tools/Equipment:
 Grafting tape
 Grafting knife
 Pruning shears
Procedure:
2. Cut the stock branch.
3. Make a cleft into the cut. The depth of the cleft should be 2 to 3 inches.
4. Trim the scion.
5. Insert the scion into the cleft.
6. Tie and cover the graft. Wrap the grafting tape around the entire graft.

NC II 111
SSVTC Module Title:
Performing Umali
JOBSHEET 1.5-2
Conduct Propagation Activities (Cleft Grafting)
Did you… YES NO

characteristics


NC II 111
SSVTC Module Title:
Performing Umali
JOB SHEET 1.5-3
Title : Air layering/Marcotting

marcotting.
Tools and Materials
 Sharp Knife
 Plastic sheet or film
 Tie wires
 Coconut husk
 Coconut Dust
Procedure:
2. Select a branch for Air layering. Choose a branch that is near old growth that
is still greenish in color. Select a section of the branch 3 inches long that is
clear of leaves and stem.
3. Cut a wound on the branch for Marcotting. Using a sharp knife, make two
parallel cuts (bottom cut and top cut) about ½ to 1 inch apart around the stem
and through the bark and cambium layer.
4. Wrap the potting medium. Prepare a coconut husk that is about 1 ½ inches
wide and around 3 inches long. Take the coco dust and soak in water so that it
becomes moist. Position the potting medium under the exposed wound,
ensuring the potting medium will cover the wound entirely.
5. Wrap with plastic foil. Holding the potting medium in place with one hand,
wrap the plastic foil around it. It might be good to have a helper at this stage -
this is a bit tricky the first couple of times. Tie the plastic tightly below and
above the ball of moss.
Typically the rooting time will be about 4 to 6 weeks for most plants.

NC II 111
SSVTC Module Title:
Performing Umali
JOBSHEET 1.5-3
Conduct Propagation Activities (Air Layering/Marcotting)
Did you… YES NO

characteristics


NC II 111
SSVTC Module Title:
Performing Umali
UNIT TEST
Trainee’s Name Date Multiple
Score Choice:
Underline the letter of the correct answer.
1. It is used for digging, shaping and tilling having a flat thin blade.
a. Hoe b. pick mattock c. spade
2. Resembling a curved keyhole saw, has large well space teeth that cut through
live and dead branches.
a. bolo b. pruning saw c. pruning shear
3. An equipment use to pull a plow and harrow in preparing large area of land.
4. It damages the young seedlings, feeder of young leaves

NC II 111
SSVTC Module Title:
Performing Umali
Evidence Plan

Crops Production Developed Issued by: of 111
NC II
SSVTC Module Title:
Performing Umali
Competency standard: Agricultural Crops Production NC II
Unit of competency: Perform Nursery Operations
Ways in which evidence will be collected:

[tick the column]
Demonstration
& Questioning
Observation
Questioning
Written
The evidence must show that the trainee…
&
 Prepares tools and simple equipment are 
according to work requirements 
 Performs basic pre-operative activities such as
checking of tools and equipment in accordance  
with manufacturer’s manual and GAP standard
 Segregates and treats damaged and corroded
tools according to maintenance plan and  
procedures
 Maintains nursery sanitation according to GAP 

standard
 Performs repair and maintenance of nursery 
facilities 
 Applies preventive measures according to 

OSHS
 Practices safety measures according to OSHS 

 Determines seeds/planting materials according 
to kinds and varieties 
 Selects quality seeds according to prescribed 

characteristics
 Conducts seed testing to determine the
percentage germination of the seed stock in  
accordance with the standard procedures
 Treats planting materials following standard 

protocol
 Performs seed treatment for germination 
purposes based on type of crop* 
 Prepares growing media according to 

prescribed mixture*
 Prepares seedbed based on crop species 


NC II
SSVTC Module Title:
Performing Umali
 Places growing media in prescribed containers 
according to crop requirements 
 Arrange and labels pots or seedling trays 

according to varieties/species
 Sets-up a nursery shed according to plant 
requirement 
 Selects quality seedlings based on prescribed 
characteristics
 Performs plant propagation techniques based 
on recommended practices*
 Maintains the plant based on recommended 
practices
materials based on established criteria of the 
crop*
NOTE: *Critical aspects of competency
Prepared by: Jinky T. Umali Date:
Checked by: Date:
DEMONSTRATION
Trainee’s Name

NC II
SSVTC Module Title:
Performing Umali
Facilitator’s Name:
Unit of Competency Perform Nursery Operations
Qualification: Agricultural Crops Production NC II
Date of Assessment:
Time of Assessment:
Instructions for demonstration:
Given the necessary materials, tools and equipment, the trainee must be able to Perform
Nursery Operations in 3 hours.
OBSERVATION Check (/) to show if
evidence is demonstrated
During the demonstration of skills, did the trainee: YES NO N/A
 Prepares tools and simple equipment are according to   
work requirements
 Performs basic pre-operative activities such as checking
of tools and equipment in accordance with   
manufacturer’s manual and GAP standard
 Segregates and treats damaged and corroded tools   
according to maintenance plan and procedures
 Maintains nursery sanitation according to GAP standard
  
 Performs repair and maintenance of nursery facilities   
 Applies preventive measures according to OSHS
  
 Practices safety measures according to OSHS   
 Determines seeds/planting materials according to kinds   
and varieties
 Selects quality seeds according to prescribed   
characteristics
germination of the seed stock in accordance with the   
standard procedures
 Treats planting materials following standard protocol   
 Performs seed treatment for germination purposes based   
on type of crop*
 Prepares growing media according to prescribed   
mixture*

NC II
SSVTC Module Title:
Performing Umali
 Prepares seedbed based on crop species
  
 Places growing media in prescribed containers   
according to crop requirements
 Arrange and labels pots or seedling trays according to   
varieties/species
 Sets-up a nursery shed according to plant requirement   
 Selects quality seedlings based on prescribed   
characteristics
 Performs plant propagation techniques based on   
  
 Selects quality seedlings and other propagation materials   
based on established criteria of the crop*
 Satisfactory  Not Satisfactory

Feedback to the Candidate:
General Comments (Strengths/ Improvements needed)
Trainee’s Signature Date

Facilitator’s Signature Date

NC II
SSVTC Module Title:
Performing Umali
GLOSSARY OF TERMS
For the purpose of this standard, the word
 Aflatoxin – the toxin produced by some strains of the fungi

ASPERGILUS FLAVUS and ASPERGILUS PARASTICUS; the most
potent carcinogen yet discovered.
 Ambient condition– ordinary room temperature and relative

humidity.
 Ambient air – the surrounding air (atmospheric).
 Ambient storage – any treatment or practice extending post harvest

life of harvested commodity beyond that of similar commodity held
under ambient conditions without treatment.
 Airflow rate – the amount of air passing through an obstruction per

unit of time.
 Curing – process of toughening and self-healing of bruises and

skinned areas in root and tubes crops or the rapid closing of the neck
of bulb crops under favourable conditions
 Driller – a machine for sowing in furrows

NC II
SSVTC Module Title:
Performing Umali
 Drip Irrigation – application of water through small tubes and
orifices or emitters which discharge small quantity of water to the
base of the plant
 Dry-bulb temperature – the temperature of air indicated by a

standard temperature
 Equilibrium moisture content – the moisture content at which

moisture in a product is in equilibrium with the surrounding air. The
product does not gain or loss moisture.
 Fogging – to cover or envelope with fog
 Foliar fertilizer – fertilizer formulation containing nitrogen,

phosphorous and potassium plus selected micronutrient element such
as (Ca, Mg, Mn, Fe, Zn, Cl, B, Cu, S) applied by spraying on the
leaves
 Fumigant – a chemical compound which acts in the gaseous state to

destroy insects and their larvae.
 Fumigation – the process of treating stored products with

insecticides/pesticides and the like in fumes or vapor form.
 Furrow Irrigation – a method of supplying water through a canal

system wherein water flows down or across the slope of the field
 Furrowing – final step in land preparation by making furrows or

beds for planting
 GATT – General Agreement on Tariff and Trade
 Grading – the process of classifying into groups according to a set

of recognized criteria of quality and size, each group bearing an
accepted name and size grouping.

NC II
SSVTC Module Title:
Performing Umali
 Growing medium – mixture of different materials such as soil, sand,
compost, coir dust, rice hull, perlite, peat, etc. for growing seedlings
 HACCP – Hazard Analysis Critical Control Points
 Hardening – the process of gradually withholding water and

exposing to direct sunlight to prevent seedlings from transplanting
stress/shock
 Harrowing – breaking of large soil clods that are caused by plowing
 Hilling-up – the process of covering the applied fertilizer material

by raising the soil towards the base of the plant to further stabilize its
stand for better plant growth.
 Hygrometer – an instrument that measures humidity.
 Insect pest – a destructive or harmful insect.
 Irrigation - any method of supplying water to sustain plant growth
 Off-Baring- process of cultivating the soil away from the base of the
plants
 Pricking-off- methods of transferring of seedling to avoid

overcrowding
 Larvae – the first stage of the life cycle of insects after leaving the
egg.
 Manometer – an instrument that measures air pressure.
 Maturity – the quality or state of ripeness, or of being fully

developed grain.
 Maturity index – signs or indications that a commodity is mature

and is ready to be harvested.

NC II
SSVTC Module Title:
Performing Umali
 Moisture content – the conventional index used to determine
whether the seed is dry enough for safe storage or for milling usually
expressed in percent (% M.C.).
 Molds – superficial often woolly growth produced on various forms

of organic matter, especially when damp or decaying.
 NFA – National Food Authority
 Packaging – technology or process to ensure adequate protection

and safe delivery of a product from the produces to the ultimate
consumer.
 Packing – act of putting commodities in a container.
 Packinghouse – place where the preparatory steps for storage or

marketing are done.
 Pallet – low portable platform made of wood or metal or in

combination to facilitate handling, storage or transport of materials
as a unit load using forklift.
 Perishables – food crops for which value and/or quality is

maintained over a short period of time after harvest. These include
fruits, vegetables, flowers, young coconut, nursery stocks and some
staple root crops such as sweet potato, cassava and yam.
 Postharvest disease – disease observed after harvest regardless of

when or where initial infestation took place.
 Post harvest handling – specific term used for the movement of

commodities and operations through which a commodity undergoes
from harvest to possession of the fixed consumer, includes the
technological aspects of marketing and distribution.
 Post harvest infection – infection that takes place after harvest.

NC II
SSVTC Module Title:
Performing Umali
 Post harvest life – period of time during which a commodity is still
acceptable for its intended purpose.
 Pre cooling – strictly, it means the rapid cooling (48 hours or less) of
a commodity to a desired transit or storage temperature soon after
harvest before it is stored or moved in transit.
 Pupa – an intermediate stage of an insect that preys on one or more

plants and animals that man wishes to preserve for his own use.
 Refrigeration – process of removing heat from a compartment or

substance so that temperature is lowered and then maintained at a
desirable level, usually refers to refrigeration by mechanical means.
 Relative humidity – the actual vapor pressure of the air relative to

saturation.
 Respiration – biological process by which organic materials are

broken down to simpler forms accompanied by the release of energy
and heat.
 Ripening – the state of development of a fruit when it becomes soft

and edible applies strictly to climacteric type fruit.
 Rodents – refer to rats and mice which destroy grains and other
stored products.
 Senescence – final phase in the life of an organ in which a series of

normally irreversible events are initiated leading to cellular
breakdown or death of the organ.
 Side-dress fertilizer – additional amount of any fertilizer materials

applied at the onset of flowering to complete the nutritional
requirement of the crop
 Sprinkler irrigation – a mechanical method of supplying water over

the standing crop by means of a nozzle which is rotated by water
pressure

NC II
SSVTC Module Title:
Performing Umali
 Synthetic mulch – mulching materials made either of polyethylene
or non-woven fabric
 Sorting – the process of classifying into groups designated by the

person classifying crops or commodities the produce either
according to a set criterion.
 Standard – the set of criteria and specifications of quality

determining the grades, described as product characteristics such as
maturity, color, cleanliness, shape, free from decay and blemishes
and uniformity of size.
 Storage – process of keeping horticultural crops in a structure

designed to protect the stored products from inclement weather and
pests for a short or long period of time to await processing or
movement to other location.
 Storage life – the longest time produce can be kept in a sound

marketable condition.
 Tachometer – an instrument that measures revolutions per minute
 Tillage – the mechanical manipulation of the soil
 Transplants – vegetable seedlings produced for transplanting
 Trellis – a support structure for viny crops and can either be T, I, Y,

A shaped
 Velometer – an instrument that measures velocity of air flow
 Waxing – application of a thin film of surface coating to fruits and

vegetables.
 Wet-bulb temperature – temperature of moist air indicated by a

thermometer whose bulb is covered with a moist wick which the air
flow passing over has a velocity of 15 ft per second.

NC II
SSVTC Module Title:
Performing Umali
REFERENCES
Training Regulations for Agricultural Crops Production NC II, Technical Education

and Skills Development Authority
1. Meaning of Seed Dormancy 2. Methods to Break Seed Dormancy 3. Significance

of Seed Dormancy and Percentage (www.employees.csbsju.edu)
Basic Techniques for Propagating Plants S. M. Douglas The Connecticut Agricultural Experiment
Station (www.ct.gov/caes)
http://www.biologydiscussion.com/seed/germination/factors-affecting-seed-
germination-external-and-internal-factors/15758 Articles shared by: Srinibas
Kumas, April 6, 2020)
https://davesgarden.com/guides/terms/go/1115/
https://encyclopedia2.thefreedictionary.com
https://www.bioversityinternational.org/fileadmin/bioversity/publications/Web_versio
n/188/ch07.htm
https://www.hunker.com/13404567/gardening-tools-pictures-and-uses
https://www.practicalgardening.blackdovenest.com/
https://www.thoughtco.com/vegetative-propagation-4138604 by Regina Bailey

November 08, 2019
Seed dormancy: definition Reasons and Importance articles shared by M Manisha
Seed Germination: Definition and Conditions articles shared by Manasvi Gupta
www.knowledgebank.iiri.org measuring seed germination april 6 2020

NC II
SSVTC Module Title:
Performing Umali

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HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL

Welcome to the module in Performing Nursery Operations. This module

The unit of competency “Perform Nursery Operations” covers the

You are required to go through a series of learning activities in order to

RECOGNITION OF PRIOR LEARNING (RPL)

 Been working for some time.

Competency-based Date Document No.

Competency-based Date Document No.

COMPETENCY BASED LEARNING

NO. UNIT OF MODULE TITLE CODE

4. Carry-out Harvest and Carrying-out Harvest and

Competency-based Date Document No.

Qualification Title : Agricultural Crops Production NC II

Unit of Competency : Perform Nursery Operations

Module Title : Performing Nursery Operations

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the students/trainees will be able to:

LO1. Prepare nursery tools, farm implements and simple equipment

Competency-based Date Document No.

21. Proper use of PPE and observation of OHS is performed.

Competency-based Date Document No.

Competency-based Date Document No.

PREPARE NURSERY TOOLS, FARM IMPLEMENTS AND SIMPLE

Learning activities Special Instructions

Compare your answer with the answer key

Perform Jobsheet 1.1-1 Check your work with the performance

Competency-based Date Document No.

Tools, Farm Implements and Simple Equipment

Shovel (Round point)

This is the workhorse of the garden,

Competency-based Date Document No.

A tool for digging, scraping and tilling,

Competency-based Date Document No.

Competency-based Date Document No.

FARM IMPLEMENTS/SIMPLE EQUIPMENT

Competency-based Date Document No.

Are used to spray insecticides, foliar

Four wheel tractor

Competency-based Date Document No.

Soil pH and moisture meter

Competency-based Date Document No.

IDENTIFY FARM TOOLS AND EQUIPMENT

Competency-based Date Document No.

Identify Farm Tools and Equipment

Trainee’s Name: Date:

Did you… YES NO

Competency-based Date Document No.

1. Pick mattock a. Used for tilling and pulverizing the soil.

Competency-based Date Document No.

Competency-based Date Document No.

 Maintained nursery sanitation according to GAP standard.

Competency-based Date Document No.

Maintain Nursery Facilities

Learning activities Special Instructions

Read Information Sheet 1.2-1, about

Compare your answer with the answer key

Perform JobSheet 1.2-1 Check your work with the performance

Competency-based Date Document No.

Maintain Nursery Facilities