Agro-Biodiversity Conservation and Pesticide Impact Assessment Project

“Harnessing Local Partnerships and Strengthening Environmental Education

through Biodiversity Conservation and Sustainable Utilization”

September 2010

Prepared by

Egmedio E. Samillano, Senior Agriculturist, Provincial Agriculture Office, Davao del Norte

Marilou N. Runas, Provincial IPM Coordinator, Provincial Agriculture Office, Davao del Norte

Mario E. Corado, Project Coordinator/IPM Training Specialist

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Agro-Biodiversity Conservation and Pesticides Impact Assessment Project

I. Introduction The FAO Regional IPM Programme and the Thai Education Foundation supported the pilot implementation of Schools and Community Agro-Biodiversity Conservation and Assessment of Pesticide Hazards activities in selected elementary and high schools and FFS groups in Davao del Norte, Philippines. These initial project activities were implemented in collaboration with the Provincial Government and the Department of Education (DepEd) and the Provincial Agriculturist Office (PAGRO) of Davao del Norte. The Provincial Davao government and the Food and Agriculture Organization (FAO) under projects GCP/RAS/209/NOR and GCP/RAS/229/SWE provided funding and technical support for the project for the period September 2007 to April 2010. The project generally aimed at building the capacity of local trainers, farmers, teachers, and school children in conservation and sustainable utilization of agro-biodiversity and assessment of pesticide hazards to community health and environment through school and FFS educational activities. Agro-biodiversity projects such as conservation and sustainable utilization of local species of frogs, snail, catfish, and indigenous trees were established in participating schools and communities since its inception in September 2007. The conservation projects served as entry points for integrating biodiversity conservation and pesticides hazards concepts in schools’ and FFS curricula. The widespread use of chemical pesticides on commercial croplands, most notably aerial fungicide sprays on banana plantations adjacent to the project communities, continue to be a major threat not only to the conservation projects but also to rural community health and the environment. These observations and concerns are also shared by many organic farmers and NGOs in Davao del Norte. Hence, there is a need to address pesticide risk reduction by empowering communities and other stakeholders on the negative impacts of pesticides on human health and the environment and utilize survey results for advocacy work at local and national level. This can partly be done through the development of skills among school children, teachers and farmers to monitor health and farming ecosystems. II. Project Objectives General To build the capacity of local trainers, farmers, teachers, and school

children in conservation and sustainable utilization of Agro-BD and assessment of pesticide impacts in the community through school and Farmer’s Field School (FFS) educational activities.

Specific At the end of the project, stakeholders (IPM trainers, farmers,

teachers, and school children) are expected to have: 1. Developed awareness on the importance of species diversity,

ecological functions and habitats in farm ecosystems;

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2. Enhanced knowledge and skills on conservation and sustainable utilization of agro-biodiversity;

3. Developed skills to monitor and assess hazardous effects of pesticides on community health and farm ecosystems;

4. Integrated Agro-BD conservation and pesticides hazards concepts in the core curriculum subjects in elementary and high schools and in ongoing farmer’s education programmes;

5. Developed Agro-BD conservation and PIA learning materials such scope and sequence charts, lesson plans, and portfolio assessment methods.

III. Participating Schools and Farmer’s Groups Table 1. List of sites and number of participants

No. of Participants Site First Phase (Sept. ’07- April ’08) Second Phase (Jul ’08 – April ’09)

Secondary Schools Grade Level

Students/Pupils

Farmers Grade Level

Students/Pupils

Farmers

1. Asuncion NHS 3rd Year 43 3rd Year 45 2. Dujali NHS 1st Year 42 1st Year 46 3. Carmen NHS 1st Year 35 1st Year 25 4. Sto. Tomas NHS 3rd Year 55 3rd Year 55 Elementary Schools 1. Concepcion ES Grade 5 44 Grade 6 50 2. Marcos P. Estoque ES Grade 5 37 Grade 5 43 3. Camiling ES Grade 5 39 no activity 4. Jesus Lumain ES Grade 5 33 Grade 5 28 FFS Group 1. Brgy. Pagsabangan, Tagum

28

2. Brgy. Masaoy, New Corella

33

3. Brgy. Kiotoy, Panabo* 24 4. Island Garden City of Samal*

25

Trainers worked with the same number of farmers during the subsequent crop seasons

Total 328 100 292 *Locally funded activities

The project was implemented in 12 selected sites in Davao del Norte (Fig. 1). The project covers eight schools (four elementary and four high schools) and four farmer’s groups or FFS. Activities of two FFS groups, in Panabo and IGACOS, were supported with local government funds. A total of 620 students/pupils and 100 farmers from the 12 sites in Davao del Norte province participated in the Agro-BD conservation and PIA activities during the first and second phase of project implementation. Table 1 provides a list of participating schools and farmer groups.

Figure 1. Map of Davao del Norte and project sites.

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IV. Capacity-Building Activities As shown in Table 2, a series of capacity-building activities through trainings and workshops were conducted as part of the project implementation strategy. In addition, learning materials development also served as one of the capacity-building activities. Materials such as lesson plans, session guides, and evaluation approaches were developed to support the integration of Agro-BD and pesticide hazards concepts in core subjects of high school and elementary curricula. A draft Agro-BD manual was prepared which include learning competencies, learning objectives, suggested learning activities, lesson plans/session guides; performance-based tests (portfolio and rubrics), and scope and sequence chart. Table 2. Capacity-building activities organized by the project

Training/Workshop Date, Location, Participants 1. Facilitators Training Course on Agro-BD Conservation and PIA

• 24-26 September 2007; Provincial Cooperative Union (PCU), Tagum City

2. Planning Workshop and Portfolio Assessment • 29 Nov to 01 Dec. '07; PCU, Tagum City, Davao del Norte

3. Training Materials Development Seminar/Workshop

• 16-18 January 2008; PCU Bldg., Tagum City,

4. Instructional Materials Development Meeting • 15 Feb. ’08, PAGRO Conference Room, DA, Tagum City

5. Feed backing Meetings • 4 and 18 April 2008, PAGRO Conference Room, DA, Tagum City

6. Planning and Evaluation Workshops • 23-24 April 2008, IGACOS, Davao del Norte

• 30-31 July 2008 (Planning for 2nd Phase) , Tagum City

• 7-8 November 2008 (mid-season), Manaklay, Comval Province

• 21 and 22 April 2009, Tagum City 7. Technical Sessions with inputs on local snails, frogs, Basic Production Techniques for Raising Catfish, and Tree Nursery Management

• 21- 22 April 2009, Tagum City

8. Pesticide Hazards and Community Health Monitoring Trainings in cooperation with PAN AP and Local NGOs

• 24 - 25 April 2009, Tagum City • 10-12 September 2009, Tagum City

9. Training Materials Development Workshop • 28-30 December 2009, IGACOS 10. Pesticide Hazards and Community Health Monitoring Training in cooperation with PAN AP and Local NGOs

• 12-14 January 2010, IGACOS

V. The Steps in Establishing an Agro-biodiversity Conservation Project Schools and farmer groups follow a process in deciding which species to select for their conservation project. These steps are briefly discussed below:

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Step 2. Briefing and formation of Agro-BD Conservation Task Group (e.g., PTCA and Teachers, Farmers). Concepts of agro-biodiversity, agro-ecosystems, ecosystem services, and rationale for agro-conservation are discussed during this phase. Conservation task force is elected by stakeholders to ensure the continuity of the process. Step 5. Analysis and summary. Organisms collected in different ecosystems are classified and species are ranked according to their importance in terms of ecological services. Threats to these organisms are identified and strategies to address these threats are incorporated in the biodiversity conservation plans. Step 6. Develop a conservation and sustainable utilization plan. Once the species of interest is selected, the group develops the conservation plan specifying goals, expected results, activities, materials, persons responsible, and timetable. Strategies to address issues that are important in ensuring the success of the planned activity are discussed. Protocols and community regulations for sustainable utilization of biodiversity species are also drawn up and agreed upon by stakeholders. Step 7. Implement the plan. After the comprehensive review of plan, the school/ community establishes the conservation project.

Step 1. Meeting (Ground-working). The first step in the process is the conduct of a preliminary visit to the sites. Consultations are made with stakeholders as to the project goal and viability of implementing the project in their school/community. During the groundworking activity, a date is set inviting stakeholders to attend the formal introduction of the project.

Step 3. Mapping. Activities include identification of ecosystems and agro-biodiversity in community farming systems and visualization of the field data. The output is an inventory of agro-biodiversity and the different ecosystems in the community such as forest area, pond, crop areas, road sides, homestead, and so on.

Step 4. Survey and collection of organisms in a farm ecosystem. Agro-biodiversity surveys are done and different species (flora and fauna) are collected in different ecosystems in the community. Species diversity changes over seasons. It is important for the group to collect data at different times in the year. The preliminary data is important as benchmark data that could be used for conducting monitoring and impact evaluations.

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Step 9. Share results. Experiences and outputs from the activities are shared in community meetings, congresses, field days, and other advocacy meetings to generate support for the conservation activities. VI. The Agro-biodiversity Conservation Projects in Davao del Norte A list of agro-biodiversity conservation projects established in schools and FFS groups in different sites in Davao del Norte is presented in Table 3. These projects served as entry points for introducing innovative learning processes and developing a robust curriculum through discovery-based learning, environmental education, thematic teaching, and portfolio assessment. Conservation and pesticide hazards assessment activities with farmer groups served as FFS follow-up activities and/or to enrich its farmers’ education curriculum. Table 3. Biodiversity conservation project by site

Site Biodiversity Conservation Project Secondary School 1. Asuncion National High School (NHS)

Revival of Native Species of Philippine Hito or walking catfish (Clarias macrocephalus) in rice-fish system

2. Dujali NHS Conservation of endemic forest tree species (e.g. Dracontomelon dao, Samanea saman, Pterocarpus indicus, Cassia fistula L.….)

3. Carmen NHS Conservation of Indigenous Wetland Frogs (Discoglossidae family) and local Eel species (Anguilidae family)

4. Sto. Tomas NHS Conservation of Indigenous Hito, walking catfish (Clarias macrocephalus) population as a component of “Gulayan sa Paaralan” (School Vegetable Production Program)

Elementary School 1. Concepcion Elementary School (ES)

Conservation of endemic forest tree species (e.g. Dracontomelon dao, Samanea saman, Pterocarpus indicus, Cassia fistula L…..)

2. Marcos P. Estoque ES Conservation of endemic forest tree species (e.g. Dracontomelon dao, Samanea saman, Pterocarpus indicus, Cassia fistula L.)

3. Camiling ES Conservation of endemic forest tree species (e.g. Dracontomelon dao, Samanea saman, Pterocarpus indicus, Cassia fistula L ….).as Habitat for Birds

4. Jesus Lumain ES Conservation of paddy snail species, Asian Apple Snail (Cipangopaludina chinensis), Vivipariidae family, popularly known as “Iggi” in the local dialect.

FFS Group 1. Brgy. Pagsabangan, Tagum Conservation of Indigenous catfish (Clarias macrocephalus)

population in paddy 2. Brgy. Mesaoy, Municipality of New Corella

Conservation of Common Philippine Frogs (Discoglossidae Family)

Step 8. Document the entire process. The entire activity is documented in the form of periodic reports, portfolios, and school records.

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Site Biodiversity Conservation Project 3. Brgy. Kiotoy, Municipality of Panabo*

Conservation of local earwig species

4. Island Garden City of Samal*

Conservation of local fodder crop species

*Provincial Government and LGU funded activities. Narra (Pterocarpus inducus) and Mahogany (Swietenia macrophylla) were initially planted in schools with agro-forestry conservation projects. Seedlings were provided by the provincial office of the Department of Environment and Natural Resources (DENR). During the second phase of the project, other forest tree seeds were raised by school children in their respected schools and were later planted in the school campus and other areas in the community. The endemic tree species include “malapapaya” (Polyscias nodosa Blume) Seem); “dao” (Dracontomelon dao); rain tree (Samanea saman); hog plum (Prunus umbellate); golden shower (Cassia fistula L.); smooth narra (Pterocarpus indicus); “kamagong” (Disopyros discolor Willd.); “ïlang-ilang” , and “Lamio”. VII. Assessment of Pesticide Usage and Hazards to Community and Environment Pesticides from aerial sprays in banana plantations were considered by stakeholders as the biggest threat to biodiversity conservation projects in Davao del Norte. Pesticides are not only harmful to farmers but also toxic to non-target organisms in the environment. Thus, exercises to determine the types of pesticides used by farmers, amount of pesticides applied in a given area/season/crop, storage and disposal practices, and spraying behavior were also included as integral component of the project implementation. Based on the data collected by students and farmers, most farmers use class WHO II to IV pesticides. The farmers were not aware about the negative effects of the pesticides. The farmers also use minimal protective clothing when spraying the pesticides. It was also observed that there was an intensive use of pesticides in banana plantations that are adjacent to the

Eel species (Anguilidae family)

Paddy snail Vivipariidae family

Catfish (Clarias macrocephalus)

Endemic Forest Tree Species

Species under conservation in Davao del

Norte Province, Philippines.

Wetland Frogs (Discoglossidae family)

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schools or communities and farmers seemed not observant on the proper disposal of empty pesticide containers. (Annex 1). VIII. Stakeholders’ Contribution in Sustaining Agro-BD Conservation Project Strengthening collaboration among stakeholders is one of the important components of Agro-BD conservation and PIA project. Strong collaboration was encouraged to generate local support and ensure project’s sustainability. These organizations or groups at the local level come from those who are either mandated or committed to the advocacy of educational reforms, biodiversity conservation, and environmental health. Local stakeholders’ contributions to the capacity-building activities and conservation projects are included in Table 4.

Table 4. Stakeholders’ contributions

Stakeholder Contribution

1.ProvincialGovernment/Provincial Agriculturist Office

• Counterpart Funding • Technical Assistance • Monitoring • Staff availability to support documentation and

logistics during workshops and meetings • Logistics (venue for conferences) • Transport

2. Department of Education • Monitoring • Transportation • Training time for teachers participation in workshops

and meetings 3. NGO (NoCHEM) • Technical Assistance 4.Municipal LGU/Agriculture Office

• Technical Assistance • Traveling expenses for Agriculture Technicians • Cost for transportation of materials • Materials and supplies (office supplies, PVC pipes,

seeds) • Snacks for participants

5. Parents Teachers Community Association (PTCA)

• Labor (construction of ponds and nurseries, fence materials, tree guards)

• Materials (wire nails, lumber) • Snacks

6. Provincial Environment and Natural Resources Office

• Technical assistance • Billboards

7. Community/Farmer Cooperator

• Provide security against intruders • Transportation of tree seedlings • Snacks for participants • Resolutions to support the project, i.e., the

prohibition of collection of spiders, regulate pesticide use among farmers in a given village

8. PAGRO, Fisheries Division • Nylon net for pond enclosure • Technical assistance

9 Regional Facility Unit, Department of Agriculture, Region II

• Logistics, monitoring, and technical backstopping

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IX. Advocacy and Planning for Locally-Supported Agro-BD and PIA Activities The following are the strategies undertaken to promote awareness on the importance of agro-biodiversity conservation and up scaling of the project activities. 1. Provincial IPM Congresses. Biodiversity conservation was chosen as themes of the 14th and 15th Annual Provincial IPM Congresses in Davao del Norte in 2008 and 2009. Congresses are organized with the objective of promoting awareness, advocacy, and recognition of the milestones of Community IPM Program implementation in Davao del Norte province. Participants to this annual activities include farmers and students from different municipalities of the province; LGUs officials and DA staff; NGOs (NOCHEM farmers associations, Talaingod Farmer’s Cooperative Organization, NOCHEM, and TEAM-CARE Mindoro Occidental); KASAKALIKASAN (The National IPM Program); FAO Philippines and FAO-ICP; the Department of Education; The Thai Education Foundation; and, IPM Coordinators from provinces of La Union, Tarlac, Aklan, Iloilo, Southern Leyte, Mountain Province, South and North Cotabato. 2. Advocacy Seminar. The project organized an advocacy seminar in Tagum City in April 2010 to update stakeholders on achievements of the project and harness local support to sustain its integration in the school curriculum. Participants to the seminar were students, teachers, NGOs, parents, school and LGU officials, and representatives from the FAO-ICP, the National IPM/DA Program, central DepEd, and provincial government representatives. Important recommendations for sustaining schools biodiversity conservation activities are: a) strengthen functional linkages among stakeholders in planning, designing, implementation, and evaluation of project activities; b) inclusion in conservation plans mechanisms for sustainable utilization of biodiversity and for the creating space for the transition of project ownership from school to community; c) conduct of regular pesticide hazards surveys and studies on impact of pesticides to health and environment and present data to concerned officials and the community; and d) sustain and scale up locally-supported agro-biodiversity conservation activities. 3. Workshop on Locally-Supported Agro-Biodiversity Conservation and PIA activities. The project organized a workshop in Tagum City on 24-25 September 2010 to address the issue of sustaining and up-scaling of project activities by local stakeholders. Four additional schools attended the workshop and developed the outlines for an agro-biodiversity conservation project. Similarly, the pilot schools reviewed implementation plans for the school year 2010-2011. Support for implementation of such plans will be locally-sourced. X. Insights and Lessons Learned The pilot implementation of the Agro-BD Conservation and PIA Project in Davao del Norte from September 2007 to April 2010 provided the following important lessons and insights. 1. Strong local government support ensures successful implementation of the project. The Provincial Government through its Provincial Agriculture Office has over the years developed and nurtured strong partnerships with DepED, LGUs, DA,

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PTCAs, farmers, and NGOs in the sustained implementation of its Provincial IPM program. Local DENR staff also participated in advocacy meeting and expressed interest in supporting and helping upscale the efforts. The presence of such a structure provided the institutional network and this support facilitated the implementation of a community development initiative like the Agro-BD conservation and PIA project. 2. Agro-BD conservation and pesticides impact assessment strengthens environmental education curriculum. The main objective of the pilot implementation of the Agro-BD Conservation and PIA Project is to strengthen the environment education with the intention to have this integrated in the core subjects of the school’s curriculum. With its experiential and discovery-based learning methodology, the project introduced teachers and facilitators to more effective teaching and learning strategies. 3. Agro-Biodiversity conservation projects require full community involvement in planning and implementation and a minimal of three years before tangible results are realized. Planning for agro-biodiversity community conservation and sustainable utilization require involvement of the wider community right from the start and implementation requires a longer-term intervention and investment. This is specifically the case of the “hito” (catfish project) in three project sites. Setbacks were encountered when the projects were affected by floods in January 2009. Production of enough fingerlings for distribution to the community members involved in the project was not realized and will need further efforts. 4. Species focus important at project start but expansion to involve more species important. Identification of one single species for community conservation and sustainable utilization important for focused process implementation and sustained intervention planning. However, once the schools and community at large have started to appreciate and benefit from a single species conservation and sustainable utilization plan and/or have run into implementation problems, it is important to diversify the intervention to involve more species. This will help to institutionalize the process and assist in drawing in more community stakeholders for sustainability of the intervention. 5. Linking biodiversity conservation efforts to community livelihood activities will make sustained results more likely and facilitate participation of rural communities. For example, PTCA members in Concepcion Elementary School in Asuncion included organic vegetable farming in forest conservation activities. Vegetables are grown between rows of trees allowing regular weeding and maintenance of the forest area. On the other hand, farmers in New Corella are studying predatory behavior and impact of frogs on the population of rice stemborers in rice ecosystems. With frequent use of toxic pesticides and reported outbreaks of rice stemborers in rice paddies in nearby communities, such re-education and use of natural biological control for rice paddy pest control remains of vital importance.

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Acknowledgments: Sincere appreciation is extended to the following: Mr. Jan Willem Ketelaar, CTA of the FAO ICP for providing funding and technical backstopping support to the Agro-BD and PIA activities in Davao del Norte. The authors are also grateful for the comments and suggestions he provided in finalizing the report; Mr. Marut Jatiket, Executive Director,Thai Education foundation for the technical support; The Provincial Government of Davao del Norte, for the various assistance extended to the project; Mr. Dominador Encarnacion Jr, Provincial Agriculturist, Department of Agriculture, Davao del Norte, for providing logistic support to the project; Ms.Aurora B. Cubero (PhD), Superintendent, DepEd Division, Davao del Norte, for allowing teachers to participate in the schools and community bioidiversity conservation initiative; Mr.Jessie S. Binamira, Program Officer, National IPM Program (KASAKALIKASAN), for the numerous technical assistance visits and support provided to the project; Messrs. Alberto Dumo and Rogelio Doñes, Education Specialists at central DepEd, for their inputs in facilitating integration of Agro-BD and PIA concepts in the school curriculum; The teachers, extension workers, and farmers from the project sites, for their hard work and cooperation; Mr. Kazuyuki Tsurumi, FAOR-Philippines and his staff at the FAO Representation in Manila, most notably Susan Castro, Glenda Aquino, and Auralyn Barcarse, for efficiently providing project’s logistic requirements.

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Annex 1 – Data on Pesticide Use in Rice and Banana I. Rice A. Chemicals used by farmers Trade Name Common Name Chemical Family Type

1. Porsnail 2. Grass Edge 3. Magnum 4. Parapest

Methaldehyde Thiobencarb+2,4D IBE Cypermethrin Diazinon

IV III IV II

Pyrethroid Hiobencarb+Phenoxy Pyrethroid Organo phosphate

Molluscicide Herbicide Insecticide Insecticide

1. Byluscide 2. Rogue 3. Cymbush

Niclosamide Butachlor+2,4D IBE Cypermethrin

IV III IV

Salicylanilide: Nitrocompound Chloroacetanilide+phenoxy Pyrethroid

Molluscicide Herbicide Insecticide

1. Parakuhol 2. Butanil 3. Gemtrak 4. Sherpa 5. Boxer

Niclosamide Butachlor Cartaphydrochloride Cypermethrin Cypermethrin

IV III III IV IV

Pyrethroid Chloroacetanilide Carbamate Pyrethroid Pyrethroid

Molluscicide Herbicide Insecticide Insecticide Insecticide

B. Amount of chemicals used by farmers Farmer/ Crops

Pesticide Tank Size

No. of Tanks

Spray / Cropping Season

Cropping Season / yr.

Total Liter/ Kilogram Used per year

1. Rice Molluscicide Herbicide Insecticide Insecticide

16 liters 16 liters 16 liters 16 liters

10 10 10 10

1 1 3 2

2 2 2 2

750 kg. 2 liters 1.5 liters 2 liters

2. Rice Molluscicide Herbicide Insecticide

16 liters 16 liters 16 liters

15 15 15

1 1 1

2 2 2

2 liters 2 liters 2 liters

3. Rice Molluscicide Herbicide Insecticide

16 liters 16 liters 16 liters

12 12 12

1 1 1

2 2 2

2 liters 2 liters

2 liters II. Banana A. Types and amount of chemicals used in banana plantations, Kapalong Municipality.

1. Aerial Spray

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Common Name

Type

Active Ingredient

WHO Hazard Level

Spray Cycle

Amount Used/Cycle/ Hectare

Opal 7.5 EC Calixin 86 OL Manzate WP80 Daconil 720 SC Twist 125 EC Sico 250 EC Folicur 430 SC Tilt 250 EC Vondozeb 42 SC Baycor 300 EC Dithane 600 OS Benlaki 50 WP Impulse Siganex 60 SC Sunspray Oil Lutensol Triton X

Fungicide Fungicide Fungicide Fungicide Fungicide Fungicide Fungicide Fungicide Fungicide Fungicide Fungicide Fungicide Fungicide Fungicide Sticker Emulsifier Emulsifier

Epoxiconazole Tridemorph Mancozeb Chlorothalonil Trifloxystrobin Difenoconazole Tebuconazole Propiconazole Mancozeb Bitertanol; Mancozeb Benomyl * Pyrimethanil Paraffin Oil Alkyl Polyethylene Glysol Ether *

II II IV IV IV IV IV III IV IV IV IV

IV IV IV

Depends on disease monitoring & research recommendation Usually 10-15 days interval

1.46 L 615 L 1.18 kg 1.55 L .68 L 1.0 L .27 L .47 L 1.18 L .59 L 2.93 L .33 Kg .755 L .59 L 5.9 L .06 L .06 L

2. Fruit Care (Bud injection & Bunch Spray)

Confidor 100 SL Decis 2.5 EC Romectin 1.8 EC Kotetsu Climax Agrimek 1.8 EC Tamaron Micposhield Fungitox 70 WP Topsin

Insecticide Insecticide Insecticide Insecticide Insecticide Insecticide Insecticide Fungicide Fungicide Fungicide

Imidacloprid Deltamethrin Avermectin Chlorphenapyr Imidacloprid Avermectin Methamidaphos * ThiophanatemethylThiophanatemethyl

IV IV II III IV II I

IV IV

Every 2 weeks Year round Every 2 weeks Every 2 weeks Banned Every 2 weeks

1.1/bud/applct. .05/bud/applct. .15/bud/appl.3/bud/applct. .2/bud/applct.

3. Weed Control

Round-up Basta

Herbicide Herbicide

Glyphosate as Potasium Glyfosinate Ammonium

IV IV

Year round or as need arises

2 – 3 L 2 – 3 L