Post on 15-Mar-2020
Training of TrainersManual for Better Rice Production and Marketing
Module 12: Harvest and Postharvest Technologies
Imprint
Published by
Agricultural Training Institute
Elliptical Road, Diliman, Quezon City, 1101 Metro Manila, Philippines
Philippine Rice Research Institute
PhilRice Central Experiment StationScience City of Muñoz, 3119 Nueva Ecija
Packaged for BRIA Partnership by:
SOUTHEAST ASIAN REGIONAL CENTER FOR GRADUATE STUDY AND RESEARCH IN AGRICULTURE (SEARCA)
College, Los Baños, Laguna 4031, PhilippinesTel.: (+63 49) 536 2361; 536 2363Fax: (+63 49) 536 7097; 536 2283E-mail: post@agri.searca.orgWebsites: www.searca.org
This publication may be reproduced in whole or in part and in any form for educational or non-profit purposes without special permission from the copyright holder, provided acknowledgment of the source is made.
Production Team: Aurora Corales, Joselito dela Cruz, Angelie Mae Tan, Jaime A. Gallentes, Nomer Esmero, Maria Celeste H. Cadiz, Ines Vivian D. Domingo, Malaya N. Montesur, Regine Joy P. Evangelista, Joel Anthony T. Cardenas with Julio Yñigo H. Cadiz | Matthias Radek, Adviser
Cover Photo: Eduardo V. Manalili
Deutsche Gesellschaft für InternationaleZusammenarbeit
Agri-DPP ProjectsUnit 2B, PDCP Bank Center, cornersV.A. Rufino & L.P. Leviste StreetsSalcedo Village, Makati City
In cooperation with
Bayer Philippines
Bayer House, C. A. Yulo Ave, Calamba,4028 Laguna, Philippines
Yara Fertilizers
Unit 1605 16th Floor One Global Place, 5th Avenue, Corner 25th Street, BGC Fort Bonifacio, Taguig, 1634 Metro Manila, Philippines
Training of Trainers Manual for Better Rice Production
and Marketing
MODULE 12Harvest and Postharvest Technologies
1
BRIA-FARMERS | HARVEST AND POSTHARVEST TECHNOLOGIES
Module 12HARVEST AND POSTHARVEST TECHNOLOGIES
Course Brief
Intended participants
This training module on harvest and postharvest technologies is intended for agricultural extension workers (AEWs) and rice farmer-trainers.
Assumptions about participants’ knowledge and skills
The design of this module is based on the following assumptions about the knowledge and skills of farmers, as ultimate users of harvest and post harvest technologies:
• Farmers do not give much importance to proper harvesting and post-harvesting processes.
• Farmers have little knowledge on how to minimize losses from harvesting and post harvesting processes.
• Farmers are not aware of the assessment indicators and recommendations for this postharvest process.
Learning outcomes
After attending this course, participants should be able to:
1. Determine the importance of timely harvesting;
2. Discuss the different rice postproduction processes including appropriate timing, practices, and mechanization technologies;
3. Discuss how to minimize losses for each process; and
4. Determine the yield and yield components.
Course duration
• Facilitated lecture-discussion using the PowerPoint supplement – 3 hours
• Practicum / field exercises – 3 hours
• Tour of a typical rice processing plant – 2 hours
2
BRIA-FARMERS | HARVEST AND POSTHARVEST TECHNOLOGIES
Content and time allocation
LESSON TOPICS TIMEIntroduction Welcome and overview 15 minsLesson 1 Maturity and harvesting 30 minsLesson 2 Threshing 30 minsLesson 3 Drying 30 minsLesson 4 Storage and milling 30 minsLesson 5 Yield and yield components determination 30 minsConclusion 15 mins
Total 3 hours
Learning methodsThe following methods will be used during the training:
• Facilitated lecture-discussion with PowerPoint presentation, hand-outs, and actual sample of panicles.
• Field practice at a demo-farm with crops ready for harvest, harvesting tools, postharvest machines, moisture meter, and sacks.
• Actual exposure to existing practices of postharvest operations such as threshing, hauling, cleaning (manual and mechanical); reaping/cutting (manual using sickle and mechanical using walking-type harvester and rice combine harvester); collection and piling, drying methods (sun drying and mechanical drying); and milling and grain storage.
Note to trainers on delivery methods
• Use the presentation slides simply as a guide and not as the entire basis of your presentation
• Keep the sessions short and adapt the timetable and the location of the training to the needs of the audience and the circumstances.
• Involve the participants in the learning process by asking questions to them
• Present the topic clearly at the start of each session
• Focus on activities so participants can learn from experience
• Make the sessions lively
• Cite as many examples as possible to explain the topic being discussed
• Keep the messages simple and concise.
• Avoid using jargon words.
3
BRIA-FARMERS | HARVEST AND POSTHARVEST TECHNOLOGIES
Evaluation methodsParticipants’ learning outcomes can be assessed as follows:
VENUE CONTENT METHOD
In classKnowledge Observation/interaction/exerciseSkills Actual demonstration
At Work Skills Hands-on
Resource checklist
• PowerPoint presentation
• LCD Projector
• White board and whiteboard marker (or chart paper and marker pen)
• Classroom instructional materials
• Actual samples of rice panicles
• A training-demonstration farm with crop stand ready for harvest
• Harvesting tools (scythe or sickle, mechanical reaper, and rice combine harvester)
• Moisture meter
• Sacks
• A drying and processing plant with drying facilities, seed processing and storage facilities
4
BRIA-FARMERS | HARVEST AND POSTHARVEST TECHNOLOGIES
Session Plan
You may modify the program to suit your circumstances and your participants’ needs.
LESSONS/TIME ACTIVITIES RESOURCES
Introduction: Welcome and Overview15 minutes GREET the participants and welcome them to the training.
INTRODUCE yourself.
GET ATTENTION by declaring that farmers lose as much as 12% to 21.71% of their expected rice yield due to improper harvest and postharvest practices.
LINK by explaining that in this module, they will learn how to significantly reduce such losses.
OUTCOME: At the end of the module, participants are expected to be able to:
1. Name the different rice postproduction processes;2. Enumerate and discuss the existing practices for each
process;3. Determine the appropriate harvest and post-harvest
mechanization technologies;4. Discuss the ways of minimizing losses for each
process; and 5. Determine the yield and yield component.
STRUCTURE:
1. Maturity and harvesting2. Threshing3. Drying4. Storage and milling5. Yield and yield component determination
STIMULATE INTEREST by saying, “I’m sure each one of you would like to know how to reduce your harvest and postharvest losses. So, let’s start learning how to do this!”
Slide 4
Slide 1
Slide 2
Slide 3
5
BRIA-FARMERS | HARVEST AND POSTHARVEST TECHNOLOGIES
LESSONS/TIME ACTIVITIES RESOURCES
Lesson 1: Maturity and Harvesting30 minutes GET ATTENTION by asking the participants, “When is
the right time to harvest your rice crop? What are the consequences of not harvesting on time?”
LINK by telling participants that there is a due date for harvesting and if this time is not followed, losses will be incurred as a result.OUTCOMES: At the end of the lesson, participants are expected to be able to:
1. Determine the right time to harvest the rice crop;2. Discuss the potential losses due to wrong timing of
harvest;3. Briefly discuss manual harvesting processes; and4. Determine the appropriate machinery and technology
to be used during harvesting.STRUCTURE:
1. Right time to harvest the rice crop2. Losses due to wrong timing of harvest 3. Manual harvesting processes4. Appropriate machinery and technology to be used
during harvestingSTIMULATE INTEREST by telling the participants that they themselves will provide most of the information or answers to the first two topics – through a group activity.Activity 1: Anihan na ba?
Activity 1. Anihan na ba?
Goal This group activity aims to test if the participants can determine if the rice crop is ready for harvesting and to gather their ideas on potential losses resulting from harvesting earlier or later than the appropriate time.
Duration 10 minutes Number of participants
All participants
Materials Rice plant samples, two sheets of chart paper, marker pensProcess 1. Ask participants to divide themselves into two groups, to be designated as
Group 1 and Group 2. 2. For each group, designate a leader (reporter) and a note taker who will write
key points of their discussion on the chart paper.3. Show them the rice plant samples and explain that for the first part of the
activity, the groups will determine if the rice plant is ready for harvest.
Slide 5
Slide 6
Slide 7
6
BRIA-FARMERS | HARVEST AND POSTHARVEST TECHNOLOGIES
LESSONS/TIME ACTIVITIES RESOURCES
REINFORCE and SUPPLEMENT participants’ ideas on the right time for harvesting and the losses resulting from harvesting at the wrong time.
EXPLAIN manual harvesting processes and determine the appropriate machinery and technology to be used during harvesting.
Slide 8
Activity 1. Anihan na ba? (con’t)Process 4. Ask why do they say do? List down the basis of their assessment.
5. For the second part, explain that each group willl discuss the consequences of harvesting the rice crop at the wrong time. Group 1 will specifically discuss what will happen if harvest is done BEFORE the appropriate time while Group 2 will discuss the result if harvest is done AFTER the appropriate time.
6. Ask the leaders to report on the results of their groups’ observations/ discussion.
Debriefing/ Conclusion
Confirm or correct as needed the participants’ ideas by explaining the indicators that the rice crop is ready for harvest.
Explain that timely harvesting is important in achieving good quality seeds. However, if unavoidable, there are ways of reducing losses from harvesting at the wrong time.
Slide 9
Slide 10
Slide 11
Slide 12
7
BRIA-FARMERS | HARVEST AND POSTHARVEST TECHNOLOGIES
LESSONS/TIME ACTIVITIES RESOURCES
Slide 13
Slide 14
Slide 15
Slide 16
Slide 17
Slide 18
Slide 19
Slide 20
8
BRIA-FARMERS | HARVEST AND POSTHARVEST TECHNOLOGIES
LESSONS/TIME ACTIVITIES RESOURCES
OUTCOMES: Check if the learning objectives for the session have been achieved.
FEEDBACK: Solicit feedback and observations from participants regarding the discussion and activity.
FUTURE: Preview the next topic.Lesson 2: Threshing
30 minutes GET ATTENTION by asking the participants “Who among you still use the traditional threshing method like hampasan (hitting or beating), treading and trampling”? Note how many of them raise their hands. State your assumption that the rest are already practicing mechanical threshing.
LINK by stating that each method has its own advantages and disadvantages.
OUTCOMES: At the end of the lesson, participants are expected to be able to:
1. Determine the right time for threshing the rice crop;
2. Briefly discuss the traditional threshing method;
3. Compare the traditional and mechanical methods of threshing by identifying their respective advantages and disadvantages; and
4. Describe ways how to minimize losses during the threshing process.
STRUCTURE:
1. Right time of threshing the crop2. Traditional threshing method3. Mechanical vs. traditional threshing:
comparative advantages and disadvantages4. Ways to minimize losses during threshing.
STIMULATE INTEREST by asking the participants, “Are there wrong times for threshing the rice crop?”
Slide 21
Slide 22
Slide 23
Slide 24
9
BRIA-FARMERS | HARVEST AND POSTHARVEST TECHNOLOGIES
LESSONS/TIME ACTIVITIES RESOURCES
EXPLAIN the correct time for and different methods of threshing.
OUTCOMES: Check if the learning objectives for the session have been achieved.
FEEDBACK: Solicit feedback and observations from participants regarding the discussion and activity.
FUTURE: Preview the next topic.
ASK again the participants who among them use manual threshing and who use mechanical threshing; or if they are not farmers ask what they would prefer.
Divide them into two groups based on their answer and have each group list the advantages and disadvantages of their practice or preferred practice. A representative will report on their respective group’s outputs.
OUTCOMES: Summarize through the next activity.Activity 2: True or False
Slide 25
Slide 26
Slide 27
Slide 28
Slide 29
10
BRIA-FARMERS | HARVEST AND POSTHARVEST TECHNOLOGIES
LESSONS/TIME ACTIVITIES RESOURCES
FEEDBACK: Ask three participants to tell something about the topics discussed and activities undertaken in Lesson 2.
FUTURE: Preview the next topicLesson 3: Grain Cleaning and Drying30 minutes GET ATTENTION by asking the participants “Where and how
do you clean and dry your paddy? What do you think is the effect of your methods?”
LINK by telling that there already exist equipment to make cleaning and drying of paddy easier.
OUTCOMES: At the end of the lesson, participants are expected to be able to:
1. Discuss the importance of cleaning drying paddy (palay) properly;
2. Determine the proper methods of paddy cleaning drying and the advantages of mechanical over traditional drying methods; and
3. Explain ways/practices of minimizing losses during paddy cleaning and drying.
STRUCTURE:
1. Importance of proper cleaning and drying2. Methods of paddy cleaning and drying3. How to minimize losses during paddy cleaning and
drying
STIMULATE by asking “What happens when rice paddy is not clean and dried properly?”
Activity 2. True or False
Goal This activity aims to test if the participants can remember the important discussion points in Lesson 2.
Duration 10 minutes Number of participants
All participants
Materials Two papers, marker pensProcess 1. Write the word “TRUE” in one sheet of paper and “FALSE” in the other, and
place each on opposite sides of the room.2. Explain that for every question you ask, the participants should answer by
falling in line in either the TRUE or FALSE sign.3. Asks true or false questions regarding the appropriate time for threshing,
advantages and diasadvantages of traditional and mechanical threshing, and ways of minimizing losses during threshing.
Debriefing/ Conclusion
Confirm or correct as needed the participants’ answers.
Slide 30
Slide 31
11
BRIA-FARMERS | HARVEST AND POSTHARVEST TECHNOLOGIES
LESSONS/TIME ACTIVITIES RESOURCES
EXPLAIN the importance of proper grain cleaning.
ASK participants to raise their hands if they are familiar with how paddy drying is done.
Ask those who raised their hands to elaborate what they know about paddy drying methods.
EXPLAIN the correct methods of paddy drying as shown in the slides. Recap and refer to the participants’ answers in the discussion and correct if there are wrong practices asserted.
Slide 32
Slide 33
Slide 34
Slides 35
Slides 36
Slides 37
Slide 38
12
BRIA-FARMERS | HARVEST AND POSTHARVEST TECHNOLOGIES
LESSONS/TIME ACTIVITIES RESOURCES
LINK to activity by asking if they can easily recall the importance of drying the rice paddy properly.
Activity 3. Act it out
OUTCOMES: Summarize and confirm the outcomes of Lesson 3 with the participants.
FEEDBACK: Solicit feedback and observations from participants regarding the content and process so far.
FUTURE: Preview the next topic on storage and milling.
Activity 3. Act it out
Goal This activity aims to test if the participants remember the importance drying rice paddy properly.
Duration 10 minutes Number of participants
All participants
Materials Three pieces of paper, pen, and a timerProcess 1. Group the participants into two and ask them to choose one representative
each.2. Tear the paper into three pieces, write the three methods of paddy drying,
and then fold it.3. Each group should have a representative.4. The representative will pick a paper then act what is written.5. The opposite group will guess. 6. The actor is given two minutes to pick and act all that is written in the
pieces of paper.7. If the time is up, the turn will be given to the opposite group.8. The first group to answer with the fastest time is the winner..
Debriefing/ Conclusion
Ask participants to elaborate on the statement “Proper drying gives the rice produce greater economic value.”
Slide 39
13
BRIA-FARMERS | HARVEST AND POSTHARVEST TECHNOLOGIES
LESSONS/TIME ACTIVITIES RESOURCES
Lesson 4: Storage and Milling30 minutes GET ATTENTION by asking the participants “What do you
do to your yield after drying? Do you store it or sell it immediately?”
LINK by explaining that like other postharvest processes, storing and milling should follow some measures in order to avoid deterioration of the seeds – and therefore avoid or reduce potential losses.OUTCOME: At the end of the lesson, participants are expected to be able to:
1. Determine the importance and process of proper storage of paddy;
2. Explain the milling process and the degree of milling; and
3. Describe ways of reducing losses during storage and milling.
STRUCTURE:
1. Importance of proper storage of paddy2. Methods of proper paddy storage3. The milling process4. Reducing losses during storage and milling
STIMULATE INTEREST by asking the participants “Do you encounter problems when the rice harvest is not properly stored and milled?” Drawing from the participants’ answers to the question above, EXPLAIN the importance and methods of proper storage of paddy as presented in the slides.
Slide 40
Slide 41
Slides 42
Slide 43
Slide 44
14
BRIA-FARMERS | HARVEST AND POSTHARVEST TECHNOLOGIES
LESSONS/TIME ACTIVITIES RESOURCES
ASK participants how familiar they are with the milling process, and have those who claim familiarity elaborate on the process. Then present the slides as recap of the discussion.
EXPLAIN the milling process and the degree of milling.
LINK to activity by asking if they think they can remember the proper storage and milling of rice paddy.Activity 4: Group effortOUTCOMES: Summarize and confirm the outcomes of Lesson 4 with the participants.
FEEDBACK: Solicit feedback and observations from participants regarding the content and process of the module so far.
FUTURE: Preview the next topic on yield and yield components.
Slide 45
Slide 46
Slide 47
Slide 48
Slide 49
Slide 50
15
BRIA-FARMERS | HARVEST AND POSTHARVEST TECHNOLOGIES
Activity 3. Group effort
Goal This activity aims to test if the participants remember the storing and milling process.
Duration 10 minutes Number of participants
All participants
Materials Papers and pensProcess 1. The question will be in the form of “fill in the blanks”.
2. Ask participants to return to their grouping and to have a leader who will write down the answers.
3. All the group members should be consulted before writing the answer.4. After having their answers, the two groups will exchange their papers for
checking.5. The group with a higher score wins.
Debriefing/ Conclusion
EXPLAIN that proper storage prevents the deterioration of seed quality and damage from pests and diseases.
LESSONS/TIME ACTIVITIES RESOURCES
Lesson 5: Yield and Yield Components DeterminationGET ATTENTION by asking the participants “Is it possible to increase your rice yield by making a plan? Have you or do your farmer clients ever engage in this exercise, making projections of their rice yield?”
LINK by stating that Lesson 5 provides a checklist and approach that are useful to consider before embarking the rice production venture.OUTCOMES: At the end of the lesson, participants are expected to be able to:
1. Explain the four yield components of rice;2. List the factors and practices favoring increase in yield
components;3. Discuss plot sampling and its components; and4. Calculate grain yield using yield components, crop
cut, and actual production data.STRUCTURE: The followings topic will be discussed in this lesson:
1. Four yield components of rice2. Factors and practices favoring yield components3. Plot sampling and its components4. Calculation of grain yield using yield component, crop
cut, and actual production data
STIMULATE INTEREST by asking the participants who claim they have made plans to increase their rice production how they have done it. Ask them if they succeeded in getting the yield they targeted for.
16
BRIA-FARMERS | HARVEST AND POSTHARVEST TECHNOLOGIES
LESSONS/TIME ACTIVITIES RESOURCES
ASK the participants if they are familiar with the four yield components of rice.
EXPLAIN the four yield components as presented in the slides.
Continue ENCOURAGING PARTICIPATION in the discussion by probing on participants’ prior knowledge before presenting the following slides.
EXPLAIN the factors and practices favoring increase in yield components.
17
BRIA-FARMERS | HARVEST AND POSTHARVEST TECHNOLOGIES
LESSONS/TIME ACTIVITIES RESOURCES
EXPLAIN the plot sampling and its components.
EXPLAIN how to calculate grain yield using yield component, crop cut and actual production data.
18
BRIA-FARMERS | HARVEST AND POSTHARVEST TECHNOLOGIES
LESSONS/TIME ACTIVITIES RESOURCES
LINK to activity by saying that we will now see if they remember the lesson with a short game.
Activity 5. List out
OUTCOMES: Summarize and confirm the outcomes of Lesson 5 with the participants.
FEEDBACK: Solicit feedback and observations from participants regarding the content and process so far.
FUTURE: Ask the participants if they learned anything new.
Goal This game aims to check if the participants remember the lessons in yield and yield component determination.
Duration 10 minutes Number of participants
All participants
Materials Manila papers, marker pens, tapeProcess 1. Group the participants into two and ask them to choose a leader.
2. Explain that they will be given five minutes to list all the topics they remember from Lesson 5 in the manila paper.
3. When the time is up, the leader from each group takes turns in reading aloud each topic on their list. Any topic common to both groups should be crossed out.
4. Only the topics left uncrossed after checking will be given one point each.5. The group with a higher score after checking is the winner.
Debriefing/ Conclusion
EXPLAIN that each yield component varies in its contribution to grain yield and understanding their relationships is key to yield improvement.
Activity 4. List out
19
BRIA-FARMERS | HARVEST AND POSTHARVEST TECHNOLOGIES
LESSONS/TIME ACTIVITIES RESOURCES
Conclusion
15 minutes GET ATTENTION by saying, “We have now learned importance of following proper harvest and post harvest practices.”
LINK by checking the OUTCOMES. Review the module learning objectives presented at the beginning of the training.
FEEDBACK: Review the participants’ questions and expectations for the module from the beginning and confirm that all questions have been addressed.
ASK each participant to identify the topic of most interest to him or her and explain why.
ADDRESS remaining questions or expectations that they assert at this point, that may not have been answered or met.
WRAP UP by showing the summary slide, then THANK the participants for their time and participation.