Fields AFG S14 Condensed - ISDSIisdsi.org/wp-content/uploads/2014/05/Fields-Condensed-AFG-S14.pdf · Each student needs a complete data set for one of the plots. At the end, discuss

International Sustainable Development Studies InstitutePEOPLE, ECOLOGY AND DEVELOPMENT

Activity

GuideField

FIE

LDS

Spring 2014

Table of Contents

Field Activity 1: Agroforest Plant Identification & Field Taxonomy ! 4

Field Activity 2: Agricultural Biodiversity, Soil, and Microclimate! 481. Crop Biodiversity! 502. Overstory Biodiversity and Productivity! 533. Understory Biodiversity and Productivity! 584. Soil and Microclimate ! 64

Field Activity 3: Food From the Forest! 71

Field Activity 4: Organic Gardening Practicum! 75

Field Activity 5: Seed Saving Activities! 86

Field Activity 6: Watershed Hike! 90

Field Activity 7: Seed Chat! 95 Glossary of Terms! 105

Field Activity 8: Muang Mai Market ! 106

Appendix! 108Leaf CharacteristicsFlower & Fruit CharacteristicsGeneral Morphology DiagramsSample ID Plate

Field Activity 1: Agroforest Plant Identification & Field Taxonomy

PurposeThis activity will introduce you to a variety of forest plants that are utilized by communities in Northern Thailand, as well as basic field taxonomy and botanical terminology. The ability to identify these agroforest species will help you complete Field Activity 2 as well.

The species you will see today in the agroforest are used for food, fiber, construction, medicine, or for ceremonial purposes. A number of these also have a market value. Traditionally people would gather these products from the forests surrounding their villages, but because forests have diminished in Thailand, these products are increasingly scarce. UHDP now works with communities to plant these culturally important species in agroforest plots.

Today you will learn some basics of plant taxonomy so that you can identify the species you find and understand their role in the surrounding ecosystem.

UHDP staff will lead us on a tour of the agroforest. They will help you identify various species and provide information on their usage, and preferred habitat. You will combine this local knowledge with your own illustrations and taxonomic information in the Plant ID pages to create a useful catalogue of these plants. The information gleaned from the tour will not be exhaustive, nor will it completely fill out the information boxes in your guide. You will need to ask a variety of people, use the resources in the Course Library, and make your own observations to complete the Plant ID pages. A key to taxonomic terminology and a sample completed entry is provided in the appendix.

AssignmentRecord information pertaining to all of the species introduced during the tour of the agroforest. Of these species, complete 12 entries in the Plant ID pages to the greatest degree possible. You may choose to do more, but 18 poorly described species do not substitute for 12 well described species.

4! Field Activity 1: Agroforest Plant ID and Taxonomy

Plant ID Table of ContentsPlant ID Table of Contents

Species # Species Name

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Fields Activity Field Guide! 5

# Species InformationSpecies InformationSpecies InformationSpecies InformationSpecies Information

Common NameCommon Name Scientific Name Other Name (language)

SketchSketchSketchSketchSketchSketchSketchSketchSketchSketchSketchSketchSketchSketchSketchSketchSketchSketchSketchSketch

Fore

stSt

ory

Floo

rSh

rub

Laye

rU

nder

stor

yC

anop

yEm

erge

nt

Taxonomic InformationTaxonomic InformationTaxonomic InformationLeaf Type Leaf Tips

Leaf Arrangement Leaf Bases

Leaf Shapes Leaf Margins

Venation Deciduous Habit

Bark Roots

Fruit Flower

Branching Trunk

Observed StateObserved State

Leaf

Cha

ract

eris

tics

Oth

er C

hara

cter

istic

s

6! Field Activity 1: Agroforest Plant ID and Taxonomy

EcologyEcologyLocations Observed Observed Habitat

Ecological RoleEcological Role

Cultural Significance Economic ValueFood Value

Construction Value

Household Use

Other Use


Field Activity 2: Agricultural Biodiversity, Soil, and Microclimate Survey

PurposeThis activity will focus on the relationships between the abiotic and biotic factors in an agroecosystem. The abiotic factors that make up climate (largely temperature and water availability) control the global distribution of biodiversity, but on smaller scales the relationship between biotic and abiotic factors is more reciprocal.

The purpose of this activity is threefold. First, to explore the relationship between microclimate, biodiversity, and primary productivity. Second, to compare these factors between two different plots: an wet agroforest and a dry agroforest. Third, to introduce you to a few ecological field research methods.

AssignmentThe tasks for this activity can be divided up however you decide, as long as everyone is actively participating and understands the methods. Expect this activity to take the better part of a day.

Each student’s Activity Field Guide has data tables for only one plot and then a final summary table for the calculated data from both plots. Split up the recording duties appropriately among your group members. Each student needs a complete data set for one of the plots.

At the end, discuss the differences between the two plots in your group. Then, gather with the other groups to compare your results.

Shannon’s Index

Shannon’s Index is a measure of species diversity of an area. Unlike species richness, which is the number of different species in an area, Shannon’s Index also considers evenness in the distribution of individuals among species. The Shannon’s index increases with both richness and evenness.

For example, you might find exactly 20 species in each of two different plots. So, the species richness is 20, and it’s identical for both plots. But Shannon’s Index may be different between the plots. If the first plot has


35 individuals of one species and only 1 individual of the others and the second plot has 10 individuals of each 20 species, then the second plot will have a higher Shannon’s index.

The Shannon’s index formula:

H’ = -∑ pi ln pi s

i = 1

H’ = Shannon’s Index s = number of speciespi = the proportion of individuals of species i compared to the

total number of individuals in the plot

Example Shannon’s Index Calculation Using a Table

Species # of Individuals

Proportion of Total (p) ln p p ln p

Black Sugar Palm

23 23 / 54 = 0.426 -0.853 -0.363

Papaya 6 6 / 54 = 0.111 -2.198 -0.244

Bitter Rattan 10 10 / 54 = 0.540 -0.616 -0.333

Indian Trumpet 15 10 / 54 = 0.278 -1.280 -0.292

Total Individuals = 54 Sum of

p ln p (-H’) = -1.232

Species Richness = 4 Shannon’s

Index (H’) = 1.232


Section 1. Crop Biodiversity

1. Mark a 25m x 25m (625 m2) plot. Use this plot for all four sections of the activity. Record the GPS location of each plot corner in UTM coordinates.

2. Use the grid on the next page to map the position and species of the crop plants you previously identified in the Plant ID and Field Taxonomy activity.

3. Calculate the species richness and the Shannon’s Index value for the crops in the plot.

50! Field Activity 2: Agricultural Biodiversity, Soil, and Microclimate Survey

Crop Mapa b

c d

Species Richness Shannon’s Index

UTM Coordinates of Plot CornersUTM Coordinates of Plot Corners

a bc d N


Crop Biodiversity Data

# Crop Species # of Individuals Proportion of Total (p)

p ln p

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Total Individuals = Sum of p ln p (-H’) =

Species Richness = H’ =


Section 2. Overstory Diversity and Productivity

You will measure overstory diversity and productivity using the Point-Quarter Sampling Method.

1. Lay out three, randomly spaced 25m transect lines across the plot. Mark sample sites every 5m along the line beginning at the 2.5m mark (Figure 1). At each sample site, use the transect line and an imaginary line perpendicular to it to imagine four quadrants (Figure 2).

2. In each quadrant at each sample site, identify the nearest tree of at least 10cm diameter at breast height (DBH). To calculate diameter, measure circumference and divide by π. So, you can use the minimum circumference as 31.4cm.

Record both the diameter at breast height (DBH) and the distance from the sample point.

3. Calculate the mean DBH and the mean distance from the tree to the sample site. Then calculate the Total Basal Area, the total area covered by tree trunks, using this method:

Total Basal Area =

Mean trunk area at breast

heightx Tree

density x Total plot area

Total Basal Area = ∏(meanDBH/2)2 x

1/(mean distance from sample site to nearest tree)2

x 625m2

The Total Basal Area is a measure of productivity that you can use to compare among sample plots.

4. Finally, calculate the overstory Shannon’s Biodiversity Index and fill in the species richness


Figure 1. Survey plot with three transect lines and five sample sites per transect.

Quad D Tran

sect

Quad A Quad B

Quad C

Figure 2. Sample site with four quadrants and selection of trees for measuring Diameter at Breast Height (DBH).


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Overstory Biodiversity Data# Species Name # of

IndividualsProportion of

Total (p)p ln p

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Section 3. Understory Diversity and Productivity

Measure understory diversity by randomly placing 1 m2 quadrats at the 15 sample sites selected during the overstory study.

1. Within each quadrat, record the number of herbaceous plant species and individuals.

For this study, define an herbaceous plant as any ground dwelling plant that does not have substantial woody stems. It is neither a bush, a tree, nor a vine. Pineapples count, as do ferns and grasses.

Distinguishing the plant species is more important than identifying them by scientific or common names. Invent species names that help you remember and distinguish plants to facilitate tallying.

2. Measure the height of the 3 tallest herbaceous plants within the quadrat.

3. Calculate two indicators of productivity: herbaceous plant density (plants per 1 m2) and the mean height of the 3 tallest herbaceous plants.

4. Calculate two indicators of biodiversity: species richness and the Shannon’s Index.


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Understory Biodiversity Data

# Species Name # of Individuals

Proportion of Total (p) p ln p

1

2

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Plant Density (#/m2) =


Height of Tallest Understory Individuals By Sample SiteHeight of Tallest Understory Individuals By Sample SiteHeight of Tallest Understory Individuals By Sample SiteHeight of Tallest Understory Individuals By Sample SiteHeight of Tallest Understory Individuals By Sample Site

Transect 1Transect 1Transect 1Transect 1Transect 1

Sample Site 1 Sample Site 2 Sample Site 3 Sample Site 4 Sample Site 5





Sum (cm)

Mean Height (cm)


Section 4. Microclimate and Soil Survey

1. At the first, third, and last sample site for each transect line, use the Kestrel Weathermeter to measure air temperature, relative humidity, and wind speed at shoulder level.

2. Also at the first, third, and last sample site for each transect line, use the soil thermometer to measure soil temperature and surface temperature.

3. At three randomly selected sites within the plot, take soil measurements according to “Soil Physical Observations and Estimations”.

4. Calculate mean measurements for the whole plot. 5. Collect specimens from the randomly placed pitfall traps that were

set the previous day. Identify arthropod species.


Microclimate DataMicroclimate DataMicroclimate DataMicroclimate DataMicroclimate DataMicroclimate Data

Air Temp (°C)

Surface Temp (°C)

Soil Temp (°C)

Relative Humidity (%)

Wind speed (m/s)

Transect 1Sample 1

Transect 1Sample 2

Transect 1Sample 3

Transect 2Sample 1

Transect 2Sample 2

Transect 2Sample 3

Transect 3Sample 1

Transect 3Sample 2

Transect 3Sample 3

MEAN


Soil Data

Sample Site 1 Sample Site 2 Sample Site 3 MeanDepth of Topsoil

(cm)Presence of

Organic Matter

Description of Compaction

Soil Structure 0-4”



Aggregate Size 0-4”



Grade of AggregatesSoil Texture


BIODIVERSITY, SOIL, AND MICROCLIMATE SUMMARYPlot 1 Difference Plot 2

SoilDepth of Top Soil (cm)

Presence of Organic Matter

Description of Compaction

Mean Soil Structure

Mean Aggregate Size

Grade of Aggregates

Soil Texture

CropsSpecies Richness

Shannon’s Index

OverstoryMean DBH (cm)

Total Basal Area (m2)

Species Richness

Shannon’s Index

UnderstorySpecies Richness

Shannon’s Index

Mean Plant Density (#/m2)

Mean Tallest Individual Height (cm)MicroclimateAir Temperature (°C)

Soil Temperature (°C)


Plot 1 Difference Plot 2Surface Temperature (°C)

Relative Humidity (%)

Wind Speed (m/s)

ReferencesThis activity was designed with the help of Kristen Page, Ph.D. Biology Department Wheaton College, Wheaton, IL. Recording and Mapping Biodiversity

Questions

1) How do abiotic components affect the biotic components of an agroecosystem, and how do biotic components of an agroecosystem affect abiotic components? Give examples from both plots in this exercise to support your points.


3) Why is biodiversity important for the healthy functioning of an agroecosystem?

4) How would one of the agroecosystems you sampled today compare/contrast to an agroecosystem where you are from?


Field Activity 3: Food From the Forest

PurposeThe purpose of this activity is to become familiar with various edible plants found in the forests of northern Thailand through using them to prepare traditional northern Thai dishes. This activity will also show how the agroecosystem model employed by UHDP helps meet the nutritional needs of local communities.

AssignmentWith the guidance and assistance of UHDP staff, gather and prepare food from the UHDP gardens and agroforest. UHDP staff are very accustomed to cooking these dishes and may not think to ask you to help at every step so make an effort to be involved.

Cooking Fish or Chicken in a Bamboo Section

Time Required: 3-4 hoursMaterials:Machete, mature bamboo (mai sang - Dendrocalamus strictus or mai bong - Bambusa tulda), purchased chicken or fish (from UHDP or outside of center), banana leaves, UHDP kitchen facility and equipment, spices and rice.

Procedure: All steps are to be done with UHDP assistance.I. Locate and harvest a suitable mai sang bamboo pole and cut out

sections to cook in. Prepare the sections by trimming off one of the section nodes (leaving one node in place).

II. Clean and prepare the chicken or fish prior to inserting it into bamboo sections with appropriate spices recommended by UHDP kitchen staff. Seal each bamboo section with banana leaves.

III. Prepare a fire to roast the bamboo sections. Monitor the cooking of the chicken or fish in the section over approximately 2-3 hours. Completion of cooking is determined by the aroma of the finished curries and when the base and walls of the bamboo sections begin to show signs of burning. The banana leaf plug might need to be replaced during the cooking process.


IV. Serve the chicken or fish with rice.

Cooking Rice in a Bamboo Section

Time Required: 1 ½ hoursMaterials:Machete, mature bamboo (mai sang - Dendrocalamus strictus), long-grain rice (quantity depending on the size of the group), banana leaves, firewood/charcoal.

Procedure: All steps are to be done with UHDP assistance.I. Locate and harvest a suitable mai sang bamboo pole and cut out

suitable sections (one or more) in which to cook rice. Prepare sections by trimming off one of the nodes.

II. Add rice into each bamboo section until about half full. Then add water up to a level about ¾ full. Seal the bamboo section with banana leaves.

III. Prepare a fire next to which the bamboo sections are to be placed. After ½ hour or so, check the rice by removing the banana leaf plug and inspecting the softness of the rice. Replug the section and allow rice to cook longer if rice grains are still hard.

IV. When the cooking is finished, gently cut through the bamboo section to remove the rice.

72! Field Activity 3: Food from the Forest

Harvesting and Cooking Either Bamboo or Rattan Shoots

Time Required: 1-2 hoursMaterials:Machete and/or shoot chisel (siam), rattan (wai nam khao - Calamus kerrianus is available all year long) and/or bamboo shoots (mai sang - Dendrocalamus strictus, mai bong - Bambusa tulda, mai huak - Thyrsostachys oliveri or mai rai - Oyxtenanthera albo-ciliata are available only during the rainy season), spices and other possible ingredients, UHDP kitchen facility and equipment, UHDP farm and/or kitchen staff and rice.

Procedure: All steps are to be done with UHDP assistance.I. Locate and harvest suitable shoots of either bamboo or rattan. For

bamboo shoots, dig around the base of the shoot and use the special root chisel (siam) to cut the shoot loose. The outer husk layer will need to be removed from around the shoot. For rattan shoots, as the stems are covered with numerous long sharp thorns, special help will be required from an experienced rattan shoot harvester. Once a rattan shoot has been cut away from the rattan clump, the thorny outer layer must be carefully removed with a machete in order to expose the edible, tender inner core of the shoot.

II. Take the shoots to the UHDP kitchen and with the guidance of UHDP kitchen staff, slice the shoots, add other ingredients as instructed, and cooked into various curries or stir-fry dishes.


Harvesting and Cooking Other Various Forest Foods (Depending on the Season and Availability)

Time Require: 1-2 hours depending on plant and food selectionsMaterials: Consult with UHDP farm and kitchen staffProcedure: Consult with UHDP farm and kitchen staffForest Foods: The following forest foods are available at UHDP depending on the season:I. malik mai (Indian Trumpet/Oroxylum indicum) - Flowers (available

during the rainy season) and tender pods (available during the rainy - early dry season) may be consumed. Flowers can be boiled and eaten with chili paste or curried. Tender pods are roasted over an open fire until the peel is charred. The charred peel is then removed and the inner fleshy part is eaten with chili paste or stir fried with meat and other ingredients.

II. tang luang (Trevesia palmata) - Flowers (cool season) and shoot tips/tender new leaves (available all year) may be eaten. Flowers, shoots tips and tender new leaves may be boiled and/or cooked in curries.

III. cha-om (Acacia pennata) - Tender leaf tips (available most of the year) may be cooked in curries.

IV. pak hueat (forest fig leaves/Ficus lacor) - Tender leaves and leaf shoots (February - April) may be eaten raw, boiled to be eaten with a chili paste or cooked in curries.

V. forest banana (Musa acuminata) Mature blossom (year round) may be cooked in curries or eaten raw in a salad. The tender inner portion of the stalk may be eaten raw or cooked in curries.

74! Field Activity 3: Food from the Forest

Field Activity 4: Organic Gardening Practicum

PurposeThis activity is designed to teach practical skills that are utilized in UHDP’s gardens, as well as organic farms throughout the world. We will also be looking at the ecological principles behind each agriculture practice. The activities below provide a perfect context for understanding how sustainable farming practices use ecological principles and processes to increase crop production.

AssignmentBreak into groups and take turns learning various gardening skills. Be sure to answer the questions included after each activity description. Because of the time that each activity takes, and depending on your field course schedule and UHDP’s schedule, all groups may not be able to learn all skills. If not, each group should prepare a group presentation to be given at the nightly meeting on the skills they learned. As part of the presentation, explain what ecological principles the practices you learned employ. Students should use the provided supplemental readings to fill out this understanding. Activities include: making fermented plant juice, preparing and using natural pesticides with Neem, making and using compost, and making and using manure tea. A description of each activity is given below.

Making Fermented Plant Juice

Time Required: 30 minutes to prepare materials for fermenting; One month to ferment; 10 minutes to periodically collect fermented plant juice; 15 minutes to mix and spray fermented fruit juice in gardens, pig pens, etc.

Materials:Machete, ripe fruits (banana, papaya, etc.), brown sugar, scales, ceramic crock, brown wrapping paper (or newspaper), twine, syringe pump for collecting the fermented plant juice, plastic bottles or jugs, backpack sprayer.

Field Activity 4: Organic Garden Practicum! 75

Procedure:Used in traditional Korean farming, indigenous microorganisms (IMO) found in fermented plant juices and other materials reportedly quicken the decomposition process of compost. Many farmers also claim that supplemental IMO’s help to improve soil fertility when fermented plant juice solutions are sprayed on fields, as well as to strengthen the ability of crops to resist pests. There are also claims that floral differentiation is increased when fermented plant juices are sprayed on plant leaf surfaces. UHDP has noticed that applications of fermented plant juice solutions help to reduce odor in and around livestock pens.I. Select plant materials to be fermented

With the help of UHDP staff, select 1-2 kg of mature sweet fruits such as pineapple, banana, or papaya. Non-sweet banana stalks or bamboo shoots may be selected for use as well.

II. Cut up larger plant materialsLarger items, such as papaya and pineapple fruits, banana stalks, and bamboo shoots should be sliced into smaller chunks that will fit through the mouth of a ceramic crock.

III. Mixing with brown sugarIf sweet fruits are used, thoroughly mix 1 kg of prepared fruit with 1 kg of brown sugar and place the mixture into a ceramic crock. If non-sweet plant materials are used (e.g. banana stalks, bamboo shoots), mix in about 2 kg of brown sugar with 1 kg of prepared fruit and place into an urn.

IV. Fermentation of the materialsFasten brown wrapping paper (or newspaper) over the mouth of the urn. Place the urn in a cool, dry place that’s out of direct sunlight. Allow the mixture to ferment in the urn for a month, taking care not to disturb it.

V. Collecting and storing the fermented plant juiceAfter a month, a brown fermented liquid will have begun to collect at the bottom of the urn. This liquid, in which IMO’s are found, can be sucked out with a long syringe pump, then stored in a plastic bottle or used directly. Always cover the mouth of the urn with wrapping paper each time after collecting fermented plant juice. Also be sure to store the urn or stored fermented plant juice in a cool, dry location that’s out of direct sunlight.

76! Field Activity 4: Organic Garden Practicum

VI. Long-term management of fermenting plant juiceGiven proper storage, the plant-sugar mixture should continue to ferment overt the next few months during which the IMO liquid can be accessed for use. However, the mixture should be inspected from time to time. You can tell that the mixture has expired when the residues in the urn have completely turned black. The presence of a white mold over the materials indicates that the mixture is still viable.

VII. Use of fermented plant juiceThe fermented plant juice can be mixed with water to make a spray solution for application to plants, field and garden soil, compost heaps and animal pens at a rate of 1 teaspoon of fermented juice per liter or 1.5 tablespoons per 20 liters.

Questions:Why might fermented plant juice help accelerate the composting process or reduce odor in animal pens?

What is the role of brown sugar in the fermentation process?

Besides reducing odor in animal pens, how else is fermented plant juice used in livestock production?

How might we set up a study to determine whether claims regarding fermented plant juice are valid?


Preparing and Using Natural Pesticides with Neem

Time Required: Total time is approximately 24 hours to gather, prepare, soak and apply the materials. (Step 1&2) 45 minutes to gather and prepare the materials to soak overnight; (Step 3) Almost 24 hours to allow the materials to soak in water; (Step 4) 45 minutes to filter the Neem solution, prepare and spray.

Materials:Machete, hoe, sack or basket for collecting plant materials, mortar and pestle, scales, 30-50 L water can, mesh sack in which to soak plant materials, water, shampoo or mild detergent, backpack sprayer.

Procedure:Neem, a tropical hardwood tree in the mahogany family (Meliaceae), is known for its properties as a natural pesticide as well as having medicinal value. The immature flowers may be eaten as well. Besides using fresh, younger leaves, the fruits of Neem (dried and ground) can be used in preparations that control various insect pests such as caterpillars, beetles, locusts, weevils, mites and rice stem borers without endangering people or animals. Neem does not actually kill the insect pests, but acts either to repel them or to disrupt metamorphosis in certain insect species. To be most effective in vegetable gardening, Neem should be sprayed preventively on a regular basis every one to two weeks.I. Collecting the plant materials

With the assistance of UHDP staff, collect 2 kg of fresh Neem leaves (dark green in color), 1 kg of galangal root and 1 kg of fresh lemon grass talks and leaves.

II. Preparing the materials for soakingWith a mortar and pestle, thoroughly grind up each of the three types of plant materials. After the materials are ground, tie the materials within a mesh sack and soak them overnight in 20 L of water.

III. Prepare the materials for spraying

IV. Applying the Neem solutionFields Activity Field Guide! 79

Thoroughly spray the solution on the under and upper surfaces of the garden plant leaves. Take care not to waste the solution. It’s best to spray in the early morning or early evening when the sunlight isn’t very strong as sunlight reportedly degrades the active ingredient in Neem.

Questions:Why are galangal and lemon grass added to the neem mixture?

Why should fresh, dark, green Neem leaves be used to prepare the solution?

What is the purpose of adding the detergent to the solution prior to spraying?

Why and how do you think these plants evolved these chemical compounds?


Making and Using Compost

Time Required: Total time required is approximately three weeks to manage and monitor the composting process from start to finish; Actual mixing time is 30 minutes.

Materials:Scales, 20 L vegetable oil can, three tang (1 tang=20 L) dry composting materials (chopped rice straw, rice bran, chopped dry leaves, bean pods, etc.); one tang pig manure; ½ tang rice bran; water/IMO (indigenous microorganisms) solution composed of 1 teaspoon of IMO liquid per one liter of water, shovel, watering can, sacks or plastic sheets with which to cover the compost.

Procedure:I. Locating and preparing the materials needed for composting

With UHDP personnel, locate the dry composting materials (straw, rice husks, etc.), pig manure, rice bran and IMO. Measure out the required amount of each material needed to make one batch.

II. Mixing the materialsThoroughly mix the dry materials, pig manure and rice bran. While mixing, gradually add the water/IMO solution until the mixed materials are lightly moist (like a moist towel). Materials should be moist enough to be slightly sticky when squeezed together in the hand.

III. Arranging the compost pileAfter mixing, form the materials into a pile within one of the compost bins.Cover with sacks or plastic sheets to better conserve the moisture of the compost ingredients.For long term trainees: The temperature of the freshly made compost pile must be monitored each day for the next few weeks. Following the UHDP method, each time the compost pile heats up to approximately 60-65° C (140-159° F), the pile should be aerated by thoroughly turning the pile or by moving the contents from one bin to another. The first aeration may be within 24-48 hours of mixing the ingredients. After another 1-3 days, the pile


should become hot again, thereby require more aeration. Failure to aerate the compost timely and properly could result in a stalled composting process.The pile should be turned each time the pile heats up over the next several days. However, over time, the compost will not heat up as much or as often. Still, ideally, the pile should be turned every two or three days over the three-week composting period to maintain proper aeration.Although it is usually unnecessary to add water, it is important to monitor the moisture level of the compost. If the materials should become too dry, then the compost process could stall. The results will be likewise if too much water is added to the pile.

IV. Examining the final productLocate some finished compost. Examine its color, feel and smell.

V. Applying the final productOn soils needing improvement: In an appropriate location, apply 2.5-4 kg of finished compost per square meter of plant bed. Mix the compost thoroughly in to the top 10 cm (4 inches) of soil.On healthy garden soils: In an appropriate location, apply 1 cm (½”) of finished compost over a garden bed on which a heavy-feeding crop, such as sweet corn or eggplant, is in need of a mid-season side-dress feeding.

Questions:Why should a proper ratio of carbon-rich dry materials (straw, dried leaves, rice straw, etc.) and nitrogen-rich green materials (animal manure, freshly cut grass, bean vines, etc.) be maintained in a compost mixture?

Why is the moisture level of the compost mixture important?


Why should the compost be aerated when the mixture heats up?

What are the characteristics of quality finished compost?

Why is it not good to mix non-composted, carbon-rich material into the topsoil of gardens?

What are the similarities and differences between garden composting and composting (nutrient cycling) in a natural ecosystem?


Field Activity 5: Seed Saving Activities

PurposeThis activity is designed to introduce the concepts and practices of seed saving as utilized at UHDP and ECHO.

As agricultural industries have increasingly promoted the “efficiencies” of monocultures, biodiversity of seed crops has decreased dramatically, This loss of biodiversity is being countered by groups who are gathering seeds and storing them, growing rare crop species and distributing seeds all over the world. ECHO, with help from UHDP, has begun the process to act as a repository and distribution network for seed biodiversity in SE Asia. We will learn more about this loss of biodiversity and the practical work that goes into saving seeds.

AssignmentWe will be led through various activities by the UHDP or ECHO staff including selecting seeds for seed saving, the drying process, setting up germination tests, etc. Students are expected to participate in all activities and to take thorough notes to enable participation in discussions.

Field Activity 6: Seed Saving Activities! 86

Field Activity 6: Watershed Hike

PurposeHuman beings are dependent on ecosystem services not only for survival, but also to maintain quality of life. Ecosystem services can be categorized in one of four ways: 1) as provisioning services, 2) as regulating services, 3) as cultural services, or 4) as supporting services. This activity will help participants analyze the local watershed in Mae Ta using the ecosystem services framework (Brauman et al. 2007), allowing them to categorize, analyze, and attempt to place a value on the local watershed’s services.

AssignmentStudents will hike with local instructors along the local Mae Tha watershed to its source. In the course of the hike, students should pay attention to how the landscape changes along with any factors that may affect the watershed. Using collected observations, students will need to describe what services the local watershed provides, fitting each service into the four ecosystem services categories described by Brauman et al. 2007. Students will also have opportunities to ask local instructors questions and clarifications directly. Try to glean as much pertinent information as you can from your casual conversations and the local instructor’s own informative talk about the watershed. Your field instructors and local instructors may provide a designated opportunity on the hike or at another time for you to learn more about these services in their context.

Provisioning Services:

90! Field Activity 6: Watershed Hike

Regulating Services:

Cultural Services:

Supporting Services:


Questions:

1. Select at least two of the services you listed above. How would you go about valuing these ecosystem services? What types of issues may you run into when defining a value? What information would you need? How could you work around those issues?

2. Remember that an ecosystem is a very dynamic entity. Each factor analyzed inherently affects and is affected by all of its surrounding environment. Trace how at least three of the listed services affect each other.

92! Field Activity 6: Watershed Hike

3. Are there any cultural or spiritual services the watershed provides to locals? How can we value such services? How can policy be enacted to protect these services?

4. Are any of the services listed in danger, or limited? If so, what local actions can be taken to enhance said service?

5. To what extent do local community members have control over their watershed? Are there areas they aren’t allowed to manage themselves? How may this be beneficial/detrimental to ecosystem services?


Field Activity 7: Seed Chat

PurposeAs agribusiness has exploded in Thailand and throughout the world, domestic seed varieties and the traditional techniques for collecting seeds have begun disappearing. This activity is designed to engage Mae Ta villagers with questions about their seed storing practices, and in doing so, to learn about local farming systems.

You will hopefully learn about economic influences and agronomic constraints to planting seed access as well as farmers’ challenges in maintaining crop varieties.

AssignmentAt least once during your homestay take the time to ask a few questions from the list below about the seed saving techniques used by your host family.

Start with the bolded questions and continue with the rest if you and your host family are willing.

This exercise has at least three possible trajectories, depending on what you find in your location and how you encounter seeds in the course of your homestays. Ask generally about the seeds, and let people talk and show you things, filling in as you can and asking clarifying questions. Try to avoid this being a rote question-answer process.

You may find that seed systems depend on the consumption patterns of different crops: for local markets, for extralocal markets, and/or for home consumption. What you learn will also depend on the stages of the planting cycle you experience for a given crop: pre-planting, planting, or harvest time.

I. STORED SEEDSWith your host family, ask to see some seeds that they have stored. This if often in the kitchen over a hearth (can you guess why?, then ask them why they store seeds there), so try asking this while in the kitchen. Use the following questions as guides to your conversation, asking as many as you can.


II. NO STORED SEEDSIf your host family does not have any stored seeds, this fact is also very important in understanding their farming system and market linkages! Find out why that is. (Season? Crop failure last year? Types of crops they grow? How else do they usually acquire seeds?) Note this below as well.

III. HARVESTING SEEDSBe on the lookout for “seed systems in action” throughout the course! If you have the good fortune to be part of harvesting and participate/observe seed harvest/cleaning/drying/storage, be sure to note the process and ask all you can about selection practices. How do they select seeds to have, and what is the process? Note this below as well.

Be sure to fill in different sheets for each crop/household you observe, or somehow make distinctions clear on the form. (For example, don’t fill out half the form about corn, then switch to rice as seed systems and practices are probably very different.)

96! Field Activity 7: Seed Chat

Questions คําถาม

Village: หมู่บ้าน:Name of Informant (which individual/s answered):ชื่อผู้ให้ข้อมูล (ผู้ตอบคําถาม):Household (which family’s house):ครอบครัว (บ้านของครอบครัวไหน):Date:วันที:่Student interviewer’s Name:ชื่อนักเรียนผู้ทําการสัมภาษณ์:

*Can you please show me some seeds that you have stored?(Take a photo of the seeds and storage conditions if you can!)ดิฉัน/ผม ขอดูเมล็ดพันธุ์ที่คุณเก็บเอาไว้ได้ไหม (ถ้าทําได้ให้ถ่ายภาพเมล็ดพันธุ์และสภาพการเก็บรักษามาด้วย)

Where do you store seeds?คุณเก็บเมล็ดพันธุ์ไว้ที่ไหน


Do you store them somewhere else too?คุณเก็บเมล็ดพันธุ์ไว้ที่อื่นด้วยหรือเปล่า

*Observe how: Jar, plastic bag, open; seperated by species, or mixed with different types of seeds (e.g., beans and corn and pumpkin all mixed together)?สังเกตการเปิดของ ขวด ถุงพลาสติก เมล็ดถูกแยกประเภท หรือผสมกับเมล็ดพันธุ์ชนิดอื่นๆ อย่างไรบ้าง (เช่น ถั่ว ข้าวโพด และฟักทอง ผสมรวมกันทั้งหมดหรือไม)่

*Observe how: In pods, on cob, dried in a fruit, or loose?สังเกตว่า เมล็ดพันธุ์อยู่ในฝัก ในซัง แห้งคาผล หรือว่า ถูกแกะออกมาหมดแล้ว

Do insects/bugs get into the seeds? What do you do about that?มีแมลงเข้าไปอยู่ในเมล็ดพันธุ์หรือไม ่ถ้ามีคุณทําอย่างไร


*What kind of plants are these seeds from?เมล็ดพันธุ์เหล่านี้คือเมล็ดพันธุ์อะไร

How are these seeds harvested?เมล็ดพันธุ์นี้ถูกเก็บเกี่ยวอย่างไร

How do you pick which seed to save?คุณเลือกอย่างไรว่าจะเก็บรักษาเมล็ดพันธุ์ไหน

How do you get them ready for storage?คุณมีวิธีเตรียมเมล็ดพันธุ์ก่อนเก็บรักษาอย่างไร


How many years have you planted this plant?คุณปลูกพืชชนิดนี้มากี่ปีแล้ว

How often do you save seeds of this plant? (every year, some years, never)คุณเอาเมล็ดพันธุ์จากพืชชนิดนี้มาเก็บรักษาบ่อยแค่ไหน (ทุกปี บางปี ไม่เคยเลย)

*Were these seeds from your own plants? Did you grow the plants these seeds came from?เมล็ดพันธุ์นี้มาจากพืชของคุณเองหรือเปล่า คุณปลูกพืชนี้เองหรือเปล่า


*If no, where did you get these seeds? (from friends, from other village:__________)ถ้าเมล็ดนี้ไม่ได้มาจากไร่ของคุณ คุณได้เมล็ดพันธุ์นี้มาจากไหน (จากเพื่อน จากหมู่บ้านอื่น:____________________)

Where do you grow this plant? (around the house, swidden field, etc.)คุณปลูกพืชชนิดนี้ที่ไหน (รอบบ้าน, ไร่หมุนเวียน หรือที่อื่น)

Do you grow a lot or a little bit of this plant?คุณปลูกพืชชนิดนี้เยอะไหม หรือไม่กี่ต้น

Was there something special about these plants that made you want to save the seed?ทําไมคุณเลือกที่จะเก็บรักษาเมล็ดพันธุ์ชนิดนี้เอาไว้


Are there other kinds of this plant grown here? How are they different from this one? **มีพืชอย่างอื่นในตระกูลเดียวกันนี้ปลูกที่นี่หรือไม่ พืชเหล่านั้นต่างจากพืชชนิดนี้อย่างไร

Were there any plants or new types (varieties) you planted for the first time in the past year?ในปีที่ผ่านมานี ้มีพืช หรือพันธุ์ใหม่ที่คุณเพิ่งปลูกเป็นครั้งแรกหรือไม่

*From what other species do you save your own seeds to plant again?คุณเก็บรักษาเมล็ดพันธุ์ชนิดใดบ้าง เอาไว้ปลูกเองอีกครั้ง

*For what species do you buy seed?พืชชนิดใดบ้างที่คุณต้องซื้อเมล็ดพันธุ์


*Where do you buy it? Cost?คุณซื้อจากที่ไหน ราคาเท่าไหร่

If someone gives you some seeds to plant, do you pay them or give them seeds back after you harvest?หากมีคนให้เมล็ดพันธุ์คุณมาปลูก คุณจ่ายเงินให้เขา หรือเอาเมล็ดพันธุ์ให้เขาหลังจากการเก็บเกี่ยว

*Is there someone in your village or area who has lots of kinds of seed? Who?มีคนในหมู่บ้าน หรือบริเวณนี้ที่มีเมล็ดพันธุ์หลายๆชนิดหรือไม ่ใครที่มี


If farmers in your village don’t have enough seed of this to plant, how can they get more at planting time?หากเกษตรกรในหมู่บ้านของคุณมีเมล็ดพันธุ์ไม่เพียงพอที่จะนําไปปลูก พวกเขาจะไปเอาเมล็ดพันธุ์มาเพิ่มเพื่อให้ทันเวลาปลูกได้อย่างไร


English Thai Phonetic

seed storage การเก็บเมล็ดพันธุ์ gaan-geb-ma-led-pan

save, keep เก็บ geb

seed เมล็ด, เมล็ดพันธุ์ ma-led, ma-led-pan

bag ถุง tung

plastic bag ถุงพลาสติก tung-plaas-sa-dtig

cloth bag ถุงผ้า tung-paa

basket ตระกร้า dta-graa

bottle ขวด kuad

pod ฝัก phag

rice sack กระสอบข้าวสาร gra-sawb-kaaw-saan

sack (big one) กระสอบ gra-sawb

upstairs ข้างบน kaang-bon

downstairs ข้างล่าง kaang-laang

above the fire วางอยู่บนไฟ wang yu bon phai

Wall แขวน,ห้อย Kwaen, hawy


Field Activity 8: Muang Mai Market

Muang Mai Market is Chiang Mai’s central wholesale market, where many middlemen bring fresh produce and foodstuffs to a central location to sell to the many vendors, restauranteurs, and smaller markets of the city. You will visit the market today to explore its various products and see its clients.

Questions:

1. What kinds of work is being done and who is doing it? What roles do you see being filled?

2. What role do you see Muang Mai market playing in Chiang Mai’s food system?

3. What do you see that confirms or challenges your perceptions of Chiang Mai’s food system?

106!

Appendix

108!

Opposite Alternate Whorled Opposite Planar OppositeSpiral

Leaf

A

rran

gem

ent

Simple Palmate Digitate Odd-Pinnate Even-Pinnate Bipinnate

Leaf

Typ

e

Pinnate Arcuate Parallel Palmate

Vena

tion

Looped Ladder-like Network

Leaf Characteristics

Needle Scalelike Linear Oblong Elliptical Spatulate Ovate Orbicular

Reniform Cordate Obovate Cuneate Oblanceolate Falcate

Leaf

Sha

pes

Lanceo-late


Leaf

Leaf

Tip

Acuminat Acute Obtuse Truncate Emarginat

Leaf

Bas

e Sh

apes

Cordate Cuneate Rounded Obtuse Oblique

Peltate SheathingTruncateHastateAuriculat

Lobed Clefted DividedParted

Entire Serrate Doubly Undulate Crenate

Leaf

Mar

gins

110!

Winged Nut

SamaraCapsuleLegume (Pod)

Legume(Pod)

Samara

SpreadingFunnel-shaped

Salverform GloboseTubularPea-likePapilionaceous

AggregateDrupe NutBerry Capsule

Corymb Umble Panicle Compound Umble

Spike Raceme

Head CatkinAxillarySolitary Cauliflory

Flower & Fruit Characteristics


Stipule

Stem

Leaflet

Petiole

Leaf

Leaf Scar

General Morphologies

Sepal

Calyx

Filament

Anther ⎧⎨⎩Stamen

Stigma

Style

Ovary

⎧｜｜⎨⎩

Pistil

Petal

Peduncle

Compound Leaf Parts

Flower Parts

112!

# Species InformationSpecies InformationSpecies InformationSpecies InformationSpecies Information

Common NameCommon Name Scientific Name Other Name (language)

SketchSketchSketchSketchSketchSketchSketchSketchSketchSketchSketchSketchSketchSketchSketchSketchSketchSketchSketchSketch

Fore

stSt

ory

Floo

rSh

rub

Laye

rU

nder

stor

yC

anop

yEm

erge

ntTaxonomic InformationTaxonomic InformationTaxonomic Information

Leaf Type Leaf Tips

Leaf Arrangement Leaf Bases

Leaf Shapes Leaf Margins

Venation Deciduous Habit

Bark Roots

Fruit Flower

Branching Trunk

Observed StateObserved State

Leaf

Cha

ract

eris

tics

Oth

er C

hara

cter

istic

s

simple

opposite

ovate

looped

obtuse

cuneate, tapering

entire, smooth

yes

light brown/gray, peels in vertical strips small buttresses

capsule with 4 seed pockets small, white, spreading, but funnel-shaped at base, in large

panicles

sometimes opposite straight, few lower branches

leaves fallen, stalks still visible from last year’s flowers, some fruits visible on the ground.

1

Teak Tectona grandis mai sahk


EcologyEcologyLocations Observed• Keep a running list of locations

where you observed the organism.

• Include the date and time of day for each encounter.

• Be specific about microhabitat.

Observed Habitat• Describe the surrounding

habitat of where you observed the organism.

• Also the micro-habitat of exactly where you found it.

• Add details if you encounter it again.

Ecological Role

• To what functional group/trophic level does the organism belong?

• On what does the organism feed?

• What feeds on this organism?

• What influences this organism’s distribution and abundance?

• How does this organism interact with others in the community?

Ecological Role

• To what functional group/trophic level does the organism belong?

• On what does the organism feed?

• What feeds on this organism?

• What influences this organism’s distribution and abundance?

• How does this organism interact with others in the community?

Cultural Significance Economic Value

What part of the plant is eaten? By whom?

(males/females/adults/children) When is it eaten

(holidays, everyday)? How is it prepared?

What parts of the plant are used? For what? What

is the lumber quality? Used in what type of

construction? Used by whom?

What parts of the plant are used? Used by whom?

Used for what (e.g. fuelwood, decoration, tools,

fibers, etc.)? Used when?

What parts of the plant are used? Used by whom?

Used for what? Used when? Include medicinal uses

here.

114!

Documents

Fields AFG S14 Condensed - ISDSIisdsi.org/wp-content/uploads/2014/05/Fields-Condensed-AFG-S14.pdf · Each student needs a complete data set for one of the plots. At the end, discuss