This topic develops students’ understanding of the principle of organic horticulture.

By the end of this unit, students will be able to:

• Understanding the need to respond to environmental challenges;

• Identify practices that need to be change because of the environmental damage they cause;

• To know the basics of organic horticulture;

• Recognizing the importance of the soil in sustainable food production;

• Design productive systems that promote functional biodiversity;

• Recognizing the complexity of the soil as the cornerstone of agroecosystems.

• Identify the principles of organic horticulture (Health Principle, Principle of Ecology, Principle of Justice, Principle of Care);

• Recognize the environmental and human health benefits derived from organic horticulture;

• Applying the principles of organic horticulture in practical cases;

• Identify the main species that make up functional biodiversity;

• Install ecological infrastructures (physical and biological conditions constitute ecological infrastructures);

• To explain and defend the soil as a complex ecosystem;

• To manage pests and diseases based on the biodiversity of the agroecosystem.

EQF levels 3 and/or 4. 

Learning objectives:

- Develop student autonomy. Develops skills in sharing information and helping to find solutions.

- Promote collaborative work. Develops skills in sharing information and helping to find solutions.

- Stimulate critical thinking. Students move beyond simply memorizing content and begin to analyze information, construct arguments, and question ideas based on evidence.

- Practice active listening. Students learn to pay genuine attention to their peers' arguments, understanding different perspectives before responding.

Resources required: Computers, internet access, books and specialized magazines.

Activity procedure:

- The students are divided into working groups.

- Each working group begin the activity by gathering information according to the work guide.

- Students should also gather information from farmers who practice organic horticulture.

- The information collected is systematized.

- The information to be collected follows three axes:

• Impact of intensive and super-intensive agriculture on nature;

• Principles of organic horticulture;

• Practical notions of entomology and mycology.

- Each group presents their work, initiating a discussion among the members inter group.

Learning objectives: 

- Identify the main species of predatory and parasitoid insects. It is essential to teach students to identify the main beneficial insects.

- Identify the main pests of horticultural plants. The student must clearly identify the main pests of each crop.

- Apply insect trapping methods. Utilize all types of traps and visual control methods to monitor insect populations.

- Estimate the risk of each pest. Based on the techniques applied, the student must assess the risk in order to initiate the most appropriate methodology to restore ecological balance.

Resources required:  Microscopes and magnifying glasses; dichotomous keys and insect guides; chromotropic, dietary, and sexual traps; net for capturing insects; vials, ether, tweezers for preparing insects.

Activity procedure:

- On the ground:

• Digging in the soil searching for elements of the macro and mesofauna, taking them to the laboratory.

• Collect soil samples and take them to the laboratory to research elements of the microfauna.

• Identify the insects collected and measure their frequency and abundance.

• Compare the collected data with the data recorded in the literature.

- In the aerial part of the plant:

• Perform visual observation, searching for insects.

• Place chromotropic, food, and/or sex traps to capture insects.

• Shake the plants for the insect-catching nets.

• Take the insects to the laboratory and proceed with their identification.

• Compare the data collected in the field with the information previously obtained.

Learning objectives: 

- To recognize the importance of fungi in soil balance and fertility.
- Identify beneficial species.
- Knowing how to collect beneficial fungal species.
- Prepare the appropriate culture media.
- Prepare inocula of the selected fungi.

Resources required: Rice, plastic jugs, cloths; brown sugar, spatula, pot knife, pot, stove, florest.

Activity procedure:

- Cook 1 kg of rice. Do not add any other ingredients. It will serve as a culture medium to "capture" fungi.
- Cut the bottle lengthwise or remove one of its sides.
- After the rice has cooled, place it in the bottle.
- Dig a hole in the forest that's the thickness of a large bottle.
- Place the jug with the rice in that hole and cover it with a cloth.
- Cover the bottle with the dead leaf litter from the forest.
- Perform the procedure during rainy weather.
- After ten days, collect the set and transport it to the laboratory.
- Prepare a solution of water and brown sugar (ref. v. 0,200 kg/5 L).
- Using a spatula, remove the red, purple, orange, and yellow colonies from the rice.
- Inoculate the prepared solution with these colonies.
- Let it ferment.
- At the end of fermentation, it is ready to be applied to any crop diluted in pure water.
- Apply to both soil and plants (ref. V. 25 mL/L).

Learning objectives: 

- Understanding the importance of companion planting in organic horticulture.

- Knowing how to design a vegetable garden using organic horticulture principles.

- Install the appropriate plant associations.

- Knowing how to install ecological infrastructure that promotes ecological balance, Include in the garden design ecological infrastructures, namely phytocenosis for feeding predators and parasitoids, and refuges for other beneficial organisms.

- Build shelters for insects and other beneficial animals, Include refuges for birds, mammals and reptiles.

Resources required: 

- Seedlings: Lettuce, tomato, cauliflower, garlic, kale, sweet potato, beetroot, onion;

- Seeds: Pumpkin, carrot, parsley, chickpeas, broad beans, peas, calendula, yarrow, lavender, thyme, sage, rosemary, fennel and zinnias;

- Reeds, stones, porous bricks, small tree trunks and other natural objects for building shelters.

- Well-rotted manure.

- Sprinkler irrigation system.

- Rototiller.

- Hoes and rakes.

Activity procedure:

- Land preparation and incorporation of manure.

- Marking out the construction sites on the ground according to the established plan.

- Plant and sow according to favorable plant associations.

- Sow and plant species along the edges of the plot that encourage the appearance of predatory insects, parasitoids, and pollinators.

- Building insect shelters using natural materials such as stones, reeds, bricks, pieces of wood, etc.

Research information using school resources
It develops the student's autonomy and personal initiative; in the digital age, it leads the student back to the book, where information is validated. On the other hand, it encourages interdisciplinarity, linguistic richness, and complexity of thought.  In these activities, the teachers involved in the project promoted approaches inherent to their disciplines.

Analyze and discuss the information collected in a group

It fosters collaborative work, discussion, debate of ideas, and the sharing of information. The proposed challenge and the information gathered form the basis of the activity, the practice of which facilitates learning.

Plan the installation of crops in accordance with the principles of agroecosystems

It reconciles a theoretical idea with its practical application, facilitating meaningful learning.

Discovering biodiversity in the soil

It motivates the student to learn, leading to the development of attention in research and discovery activities. Capturing, observing, and classifying living beings leads to a better understanding of their reality and importance.

To promote soil biodiversity through inoculation with fungi and bacteria extracted from forest soils

In addition to contributing to a more solid understanding of the importance of soil biodiversity, this activity encourages students to apply regenerative methods to restore soil fertility and ecological balance.

Using crop diversity and natural hedges helps maintain ecological balance in the agroecosystem

The establishment of diverse crops in the same location, respecting the recommendations found in the literature, leads the student to conceive of the agroecosystem in its entirety, resulting in greater production capacity and resilience.