Senior High School

Aquaculture
Module
Quarter 1

Prepared by:
REYNALDO D. BALDO
SHS-SST I
Pagudpud, National High School
Aquaculture - Grade 12
Alternative Delivery Mode
Quarter 1 - Module 1: Prepare and maintain fish grow-out operation
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in anywork of
the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalty.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Development Team of the Module

Writer/s: Reynaldo D. Baldo (SHS-SST I Pagudpud National High School)
Illustrator and Layout Artist: Reynaldo D. Baldo
Proofreader, In-House Content and Language Editors:
Management Team
Editor: Felisa T. Nolasco
Master Teacher I

Preface

This module was prepared to help you achieve the required competency in preparing grow-out
facilities. This module will be your basis and/or source of information in acquiring knowledge and
skill in preparing grow-out facilities.
 This module covers all the procedures done to prepare a grow-out facilities: ponds, tanks, pens
and cags like, draining and drying, harrowing and leveling of the pond, application of lime into the
pond bottom, elimination and/or control of pest and predators, growing of natural food setting up
frames and among others.

Introduction

Rural aquaculture in the Philippine setting will be difficult to define and appreciate without
having to view it against aquaculture in general. In the country, the fisheries sector is classified into
capture fisheries, aquaculture and post-harvest, where capture fisheries is subdivided into municipal,
commercial and inland fisheries (FAO).

As an archipelago, the Philippines is considered to have one of the highest per capita fish
consumption in the world and there is a global declining trend of capture fisheries therefore there is a
call for intensified promotion of aquaculture activities in potential areas for fish production. In
addition there is a need to fill the gap in fish production as the estimated requirement for fry in the
Philippines is about 3.5 billion annually while local production is only 2.5 billion a year (Pineda, L.
2019).
 Preparation of nursery pond is an important aspect of hatcher operation because this will
determine the survival and quality of fingerlings to be produce. However, nursery stage comes after
breeding. This entails the rearing of newly hatched fish or larvae to bigger size to encourage better
preformance and survival when grown to marketable size. Nursery pond preparation involves several
steps that one must follow to ensure that the fish will be provded with suitable conditions.

GLOSSARY OF TERMS

Assimilate - to take in and appropriate as nourishment

Aquatic weeds- unwanted plants which grow in ponds.
Chemical/Inorganic fertilizers – manufactured fertilizers containing nitrogen, phosphorous and
potassium in varying portions.
Compost- organic material(especially plants) which has been decomposed and is suitable for use as
fertilizer
decomposition - the decay or breakdown of organic materials into simple compounds available for
assimilation by phytoplankton.
Dissolved oxygen- oxygen that is dissolved in water and which respired by aquatic organisms
Diversion ditch/canal- a ditch or canal which is dug to channel excess water away from a pond,
especially during heavy rains.
Fertilizer – a substance added to water to increase the production of natural fish food organisms.
Food chain – the pathways through which nutrients added to a pond are converted into fish flesh.
Green manure- manure composed of green manure plant matter
Leach out- to be drawn out due to the presence of moisture
Manure/organic fertilizer – animal or plant matter used as fertilizer in ponds.
Microscopic – invisible to the eye without the aid of a microscope or magnifying glass.
Natural fish food organisms – plankton, insects and other aquatic organisms that fish eat.
Organic fertilizers/manure - fertilizers composed of animal or plant materials which must be
decomposed to release their minerals and nutrients.
Oxygen depletion/low oxygen – a condition, normally occurring at night, in which oxygen
dissolved in pond water has been depleted mainly because of the decomposition of organic matter
and respiration of organisms in the pond.
Phytoplankton – the plant component of plankton.
Phytoplankton bloom – an increase in phytoplankton abundance resulting from fertilization.
Plankton – the various, mostly microscopic, aquatic organisms (plants and animals) that serve as a
food for larger aquatic animals and fish.
Secchi disk – a circular disk measuring approximately 20 cm in diameter which is used to measure
the abundance of plankton in water.
Turbidity – an opaque or unclear appearance imparted to water by the presence of suspended
foreign particles (soil, plankton, etc.)
Volatilize- to turn into a gas and escape into the atmosphere.
Watershed- an area from which water drains to a single point
Zooplankton – the animal component of plankton.
 Senior High School

Aquaculture NC II
12
Quarter 1 - Module 1: Week 1
Dry the Pond

1
 For the learner:
Welcome to the Aquaculture NC II. This module was designed to provide you
with fun and meaningful opportunities for guided and independent learning at your
own pace and time. You will be enabled to process the contents of the learning
resource while being an active learner. This module has the following parts.

What I Need to Know

This will give you an idea of the skills or competencies you are expected to learn in the
module.

What I Know
This part includes an activity that aims to check what you already know about the
lesson to take. If you get all the answers correct (100%), you may decide to skip this
module.

What’s In
This is a brief drill or review to help you link the current lesson with the previous one.

Whats New
In this portion, the new lesson will be introduced to you in various ways such as a story,
a song, a poem, a problem opener, an activity or a situation.

What is it
This section provides a brief discussion of the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More

This comprises activities for independent practice to solidify your understanding and
skills of the topic. You may check the answers to the exercises using the Answer Key at the
end of the module.

What I have Learned

This includes questions or blank sentence/paragraph to be filled in to process what you
learned from the lesson.

What I Can Do
2
 This section provides an activity which will help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment
This is a task which aims to evaluate your level of mastery in achieving the learning
competency.

Additional Activities
In this portion, another activity will be given to you to enrich your knowledge or skill of
the lesson learned.

Answer Key
This contains answers to all activities in the module. At the end of this module you will
also find:

References
This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

What I need to know

This lesson will give you insights and knowledge in pond preparation especifically in
pond drying.

Learning Objectives:

After reading this INFORMATION Sheet, YOU MUST be able to:

1. Know and understand the basic knowledge of pond drying.
3
 2. Apply knowledge in pond drying.
3. Explain the importance of pond drying.

What I know

Before you go through the lesson, try to answer this pre-test. This will enable
you to find out what you already know and what you still need to know about “dry
pond”.

Self Assessment:
Multiple Coice: Choose the letter of the correct answer.

1. Which of the following steps should come first?

A. Drying B. Liming C. Draining D. Fertilization

2. Which of the following is not a possible way of drying a pond?

A. Use water pump C. Allow water to flow
B. Sun drying D. Usage of water drainer

3. What equipment is used in pond draining for undrainable ponds?

A. Water pump B. Refractometer C. Secchi Disc D. pH meter

4. All of the following are purpose of pond drying except?

A. Eradicate fishpond pests, predators and competitors
B. To totally harvest the fish stocks
C. To kill disease-causing organisms
D. To harvest the fish stocks partially

5. Which of the following is eliminated during pond drying?

A. Predator B. Minerals C. Fish stock D. Organic food

What’s in?

Fishpond operation starts with pond drying. Pond preparation includes several activities
such as draining the pond, drying the pond, repair and installation of dikes, harrowing and
leveling of pond bottom, fertilization, and growing of natural food. Each of the activity plays
a role in the success of pond operation so one must be observed and perform the activities
well.

What’s new?
4
Pond Draining (adapted from http://online.anyflip.com/vyazt/kcio/mobile/index.html)

Draining of fish ponds could be done by total removal of water from the pond through
the drainage canal/gates by opening the drainage gate. However, if drainage system is not
well defined, draining is done with the help of a submersible pump. Water hose connected
with the pump will be placed into the pond. The concept followed here is siphoning water
from the aquarium during cleaning to remove the waste materials, after which drying
follows.

Pond drainage system

Pond drainage are normally located at the deep end of the pond with the bottom sloping
toward them. Most of the ponds used by small-scale farmers do not have drains. In case of
small ponds, it is of course uneconomical to provide individual drainage facilities.

Periodic drainage and drying of ponds are important because it helps in harvesting fish,
eradicating predators. Improving the bottom condition of the ponds, raising production
rates.

Pond Gate Pond Draining

Standpipes

The simplest drain is standpipe protruding from the pond bottom. The lower end of the
standpipe is screwed into an elbow which connects to the main drain. The upper end
controls the level of the water in the pond.

When the water level is to be raisedor lowered, the angle of the standpipe is changed
by rotating the elbow. The size of the standpipe depends on the size of the pond, the rate at
which drainage is desired, and the volume of water coming into the pond for a flow-through
system.

5
 Standpipe drainage

Pond drying

Ponds are totally drained and the pond bottoms dried prior to the application of
pesticides. These pesticides are used to eliminate predators and/or wild species that may
eventually compete with the cultured organisms for food and space.

The drying of the pond is the most practical cheap and effective method of eliminating
undesirable species in pond prior to the culture period. Pond drying is important because it
eliminates and oxidizes harmful chemical substances especially sulfides like hydrogen
sulfide (H2S) due to organic matter decomposition. At the same time, it allows time for the
other pre-stocking activities. For the first cropping, allow at least 15 days for the pond
bottom to dry until the soil hardens and cracks. This is done usually at the start of the dry
season in the place.

The pond is dried until the soil hardens and cracks or when it is firm enough to hold one’s
without sinking more than 5 cm on walking over the surface. During the process of drying
the ponds, other activities must be undertaken. These include repair of dikes and gates,
reconditioning of the pond bottom trench, leveling, installation of screens and substrates for
shrimp production such as twigs, coconut fronds which are very important for shrimp
production (http://online.anyflip.com/vyazt/kcio/mobile/index.html).

Dried Pond

6
Watch pond draining and drying of pond by visiting the link below:

https://www.youtube.com/watch?v=FzK7M4wlvq4&feature=share

https://www.youtube.com/watch?v=WiW-9MPiM8l&feature=share

What is it?

You just have learned the importance of pond drying as one of the steps in preparing
pond grow-out operation.

1. Can you discuss briefly why pond drying is said to be the most practical and
cheapest way of eliminating predators and competitors?

Rubrics to be used in grading:

4  Explanation or answer demonstrtaes strong understanding of the concept
 Student completely explain the concept using appropriate vocabulary
3  Explanation demonstrates good understanding of the concept
 Explanation is nearly complete but some gaps exist; vocabulary is appropriate
2  Explanation demonstrates some understanding of concept
 Explanation is vague or inconsistent with missing or inappropriate vocabulary
1  Explanation demonstrates limited understanding of concept
 Minimal explanation is provided and explanation is unclear with missing and
inappropriate vocabulary
0  Student was unable to offer any explanation

What’s more?

In your own understanding, why it is necessary to dry the pond in relation to organic
matter decomposition?

Rubrics to be used in grading:

4  Explanation or answer demonstrtaes strong understanding of the concept
 Student completely explain the concept using appropriate vocabulary
3  Explanation demonstrates good understanding of the concept
 Explanation is nearly complete but some gaps exist; vocabulary is appropriate
2  Explanation demonstrates some understanding of concept
 Explanation is vague or inconsistent with missing or inappropriate vocabulary
1  Explanation demonstrates limited understanding of concept
 Minimal explanation is provided and explanation is unclear with missing and
inappropriate vocabulary
0  Student was unable to offer any explanation

7
 What I have learned?

LET US REMEMBER:

1. Pond should be dried until cracking stage to totally eliminate __________ and ________.

2. Draining undrainable ponds is usually done through ______________.

3. Allow at least __________ for the pond bottom to dry.

4. One importance of pond drying is _____________.

What I can do?

Steps on how to dry ponds

1. The pond is drained
2. Removal of wastes
3. Let it sun dried for a a period of 10-20 days or until it cracks

Assessment

Self Check:

Multiple choice: Choose the letter of the correct answer

1. Which of the following steps should come first?

A. Drying B. Liming C. Draining D. Fertilization

2. Which of the following is not a possible way of drying a pond?

A. Use water pump C. Allow water to flow
B. Sun drying D. Usage of water drainer

3. What equipment is used in pond draining for undrainable ponds?

A. Water pump B. Refractometer C. Secchi Disc D. pH meter

4. All of the following are purpose of pond drying except?

A. Eradicate fishpond pests, predators and competitors
B. To totally harvest the fish stocks
C. To kill disease-causing organisms
D. To harvest the fish stocks partially

8
5. Which of the following is eliminated during pond drying?
A. Predator B. Minerals C. Fish stock D. Organic food

Additional activity

Activity Sheet 1.1

Dry the Pond

I. Directions: Answer the following questions.

1. Explain scientifically the reasons why pond drying is necessary in aquaculture

production?
2. What is/are the sign(s) that the aquaculture ponds are absolutely dried?
3. How long do you have to dry the pond?
4. What is the importance of pond gates in aquaculture production?
5. What equipment is used in pond draining for undrainable ponds?
6. What concept is being observed in draining undrainable ponds?
7. Is draining the first step in harvesting?

Rubrics to be used in grading:

4  Explanation or answer demonstrtaes strong understanding of the concept
 Student completely explain the concept using appropriate vocabulary
3  Explanation demonstrates good understanding of the concept
 Explanation is nearly complete but some gaps exist; vocabulary is appropriate
2  Explanation demonstrates some understanding of concept
 Explanation is vague or inconsistent with missing or inappropriate vocabulary
1  Explanation demonstrates limited understanding of concept
 Minimal explanation is provided and explanation is unclear with missing and
inappropriate vocabulary
0  Student was unable to offer any explanation

Answer key

Self Check:
1. C
2. A
3. C
4. D
5. A

9
 References

Aqua Farm News. 1995. Traditional Culture of Bangus. Aqua Farm News Vol. XIII No. 6
(November-December, 1995).

Bagarinao, T.U. 1999. Ecology and Farming of Milkfish. Southeast Asian Fisheries
Development Center-Aquaculture Department, Tigbauan, Iloilo, Philippines

Corne, V.L. et al. 1999. Sustainable Shrimp Culture Techniques. Use of Probiotics and
Reservoirs with “green water”. Philippine Council for Aquatic and Marien Research
Development, Los Banos, Laguna and University of the Philippines in the Visayas, Miag-
ao, Iloilo. 32 p.

Mair, G. and T.A. Abella (eds). 1997. Techno guide in the Production of Genetically Male
Tilapia (GMT). Freshwater Center, Central Luzon State University, 3120, Nueva Ecija,
Philippines

Vera Cruz, E.M. (undated). Pag-aalaga ng Tilapia. Freshwater Aquaculture Center, Central
Luzon State University, Munoz, Nueva Ecija, Philippines

https://www.fao.org/3/ac210e/AC210E06.htm

http://online.anyflip.com/vyazt/kcio/mobile/index.html

Ngugi, C.C et al. 2007. A New Guide to Fish Farming in Kenya. Aquaculture Collaborative
Research Support Program. Department of Fisheries and Aquatic Sciences, Moi University.
Fisheries Department, Ministry of Livestock and Fisheries Development, Government of
Kenya. pp. 101

10
 Senior High School

Aquaculture NC II
12
Quarter 1 - Module 2: Week 2
Apply predator control

11
 For the learner:
Welcome to the Aquaculture NC II. This module was designed to provide you
with fun and meaningful opportunities for guided and independent learning at your
own pace and time. You will be enabled to process the contents of the learning
resource while being an active learner. This module has the following parts.

What I Need to Know

This will give you an idea of the skills or competencies you are expected to learn in the
module.

What I Know
This part includes an activity that aims to check what you already know about the
lesson to take. If you get all the answers correct (100%), you may decide to skip this
module.

What’s In
This is a brief drill or review to help you link the current lesson with the previous one.

Whats New
In this portion, the new lesson will be introduced to you in various ways such as a story,
a song, a poem, a problem opener, an activity or a situation.

What is it
This section provides a brief discussion of the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More

This comprises activities for independent practice to solidify your understanding and
skills of the topic. You may check the answers to the exercises using the Answer Key at the
end of the module.

What I have Learned

This includes questions or blank sentence/paragraph to be filled in to process what you
learned from the lesson.

What I Can Do
12
 This section provides an activity which will help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment
This is a task which aims to evaluate your level of mastery in achieving the learning
competency.

Additional Activities
In this portion, another activity will be given to you to enrich your knowledge or skill of
the lesson learned.

Answer Key
This contains answers to all activities in the module. At the end of this module you will
also find:

References
This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You

What I need to know

This lesson will give you insights and knowledge in pond preparation especifically in
applying predator control.

Learning Objectives:

After reading this INFORMATION Sheet, YOU MUST be able to:

1. Know the predators and/or pests that may affect your fish stocks
2. Know the importance of of applying predator control in preparation of grow out facilities
3. Apply knowledge and skills in applying predator control
13
 What I know

Before you go through the lesson, try to answer this pre-test. This will enable
you to find out what you already know and what you still need to know about
“applying predator control”.

Self Assessment:
Multiple Coice: Choose the letter of the correct answer.

1. Carnivorous fishes are considered ____________?

A. Predator B. competitors C. nuisance d. habitat degrader

2. This is to be sure that all predators and unwanted species are eliminated.
A. Application of lime C. Physical methos
B. Chemical method D. pond poisoning or pesticide application

3. All of the following are piscivorous predatory fishes and competitors except?
A. Lyrnea B. frog C. herons D. snakes

4. It is an animal that feeds on other animals.

A. Pest B. predator C. fingerlings D. none of the above

5. Which of the following does not belong to the group?

A. Physical method C. pond poisoning
B. Chemical method D. Organic method

What’s in?

Fish production in ponds is commonly affected by some pests and predators. Many of
the pests are difficult to control in large farm areas and most control measures require
continued application involving employment and considerable labour.

What’s new?
14
(adapted from http://online.anyflip.com/vyazt/kcio/mobile/index.html)

Several species of predatory fish may gain access to aquaculture farms through water
supply or along with the seed brought in the farm. Water management in farms such as
periodic draining and preparations for introduction of new stock offers opportunities to the
farmers to exercise a reasonable amount of control on predatory fish.

What is pest and predator?

Pest and predators in ponds are those organisms, fish or not that inflict problem on the
stocks and management operations. Organisms that maybe mistakenly identified as the
designed organisms are considered pest since stocks maybe affected. Animals that
compete for food and space are called competitors.

How do pest and predators enter the pond?

Pest and predators enter the pond through leaks in the dikes or through inadequately
screened gates. It can also happen when fry stocked are not properly sorted before
stocking especially from milkfish coming from the wild.

Other predators may enter the ponds during floods or when accidentally stocked before
stocking. Others predators may burrow into the mud and not eliminated because of the
pond is not properly prepared.

What are the pest and predators?

Pest maybe not necessarily an animal, it is anything present in the pond that may
interfere or affect with the operations.

Higher rooted aquatic plants may serve as pests. These compete for space and
nutrients. It also leads to suffocation and mortality when growth is not prevented. Growth
could be controlled in three methods; manual through putting or uprooting the plants,
biological through the introduction of herbivorous fish, and chemical with the use of
weedicide following the recommended dosage stated on the label attached.

1. Piscivorous or predatory fishes and other competitors

These predators devour on fry and fingerlings during or after stocking.
Examples: mudfish, catfish, gourami
2. Birds
These birds devour on fish and fingerlings and are also a carrier of parasites. Ponds
constructed without shallow areas are not attracted to birds.
Examples: herons, kingfishers

3. Snakes and other wild animals

Snakes pray on small fish. Always keep banks and dikes clean to prevent snakes from
harboring into the ponds.

4. Frogs
Frogs eat fry and fingerlings. Tadpoles also compete with teh fish for space and
oxygen.

15
5. Aquactic weeds in ponds
Examples: water hyacinth, giant duckweed, azolla, quiapo

What are the pest and predators?

List of pest and predators in fish ponds
Pest and predators Effect Prevention
Tarpon (Buan-Buan) Eating the stock Draining and drying ponds
normally eliminate pests
and predators
Seabass (Apahap) Eating the stock Draining and drying ponds
normally eliminate pests
and predators
Ten Pounder (Bid-bid) Eating the stock Draining and drying ponds
normally eliminate pests
and predators
Gobies (biya) Eating the stock Draining and drying ponds
normally eliminate pests
and predators
Water Snakes (Tubig Eating the stock Driven away or caught and
ahas) kill. Scarelines, baits, nets,
bamboo traps to drive them
away or kill them
Lizards (bayawak) Eating the stock Driven away or caught and
kill. Scarelines, baits, nets,
bamboo traps to drive them
away or kill them
Frogs (palaka) Eating the stock Driven away or caught and
kill. Scarelines, baits, nets,
bamboo traps to drive them
away or kill them
Heron Eating the stock Driven away or caught and
kill. Scarelines, baits, nets,
bamboo traps to drive them
away or kill them
King fisher Eating the stock Driven away or caught and
kill. Scarelines, baits, nets,
bamboo traps to drive them
away or kill them
Tilapia Multiply fast resulting to Application of pesticide
competition, prevent growth acceptable for aquaculture
of natural food living in the purposes like Bayluscide
bottom.
Snails (suso) Multiply fast resulting to Picked manually or
competition, prevent growth collected by means of
of natural food living in the shovels and rakes. Burning
bottom and destroy the 15cm rice straw on the
bottom sediment. moist portion of the pond
bottom may destroy the
population of the snails
Polychaete worms (bulate) Destroy the bottom Picked manually or
sediment, competition. collected by means of
shovels and rakes. Burning
15cm rice straw on the
16
 moist portion of the pond
bottom may destroy the
population of the snails
Mud Crab (alimango) Bore and burrow and To induce burrowing
destroy dikes and gates and freshwater species to come
creates passage ways for out to the surface fresh
the fish to escape supply of the water is let in
and then drained after a few
days.
Mud lobsters (kolokoy) Bore and burrow and To induce burrowing
destroy dikes and gates and freshwater species to come
creates passage ways for out to the surface fresh
the fish to escape supply of the water is let in
and then drained after a few
days.
Other crustaceans Reduce the stock by eating To induce burrowing
them freshwater species to come
out to the surface fresh
supply of the water is let in
and then drained after a few
days.
Mudfish (bulig,dalag) Reduce the stock by eating Application of pesticide
them appropriate for aquaculture
purpose like Bayluscide
Catfish (hito) Bring disease to the stock Application of pesticide
appropriate for aquaculture
purpose like Bayluscide
Mosquito fish Application of pesticide
appropriate for aquaculture
purpose like Aquatin

How to eradicate them?

There are three methods that could be followed. These are the mechanical, chemical
and the organic methods.

Mechanical method. This is the most safe and practical way of eradicating the
predators. It is done by total draining the pond then dry the pond soil until it cracks. The
method will not introduce any chemical or organic material in to the pond that may harm the
stocks during the culture if not properly flushed out.

Organic method. This method makes use of naturally grown plants, roots, leaves or
stem or any natural by-product that has specific pesticidal effect on fish. Actually, this is
safer to use but laborious. Somebody who would like to use this method must be good in
identifying the

Chemical method. This is method of making use of chemically prepared compound

or /solution into the pond. Pesticides or agricultural chemicals such as Aquatin or
Bayluscide could be applied by spraying entirely into the pond area to obtain better result.
After which the pond must be left untouched for 2-3 days then flushed before filling of water.
However, one must be cautious in the selection of chemicals to use because there are
those that has residual effect that last for years. As a guide, be sure that the pesticide to be
used are biodegradable and will not leave bad effects. Organophosphate base must be
used. This could be determined from the label.
17
 Another practice is the application of lime trough broadcasting. Burned or slaked or
quicklime has disinfectant properties useful in eliminating pond pest and predators.

Some uses cyanide as fish toxicant. Sodium cyanide is hazardous to human when fish
affected when the cyanide will be eaten. Brochure about sodium cyanide must be read to
know facts about it as fish toxicant. Always remember that in using a chemical into the pond
safety measures must be observed.

What are the choices of poisons that could be used?

Different fish poisons, rate of application and manner of preparation.
Efficacy/ Manner of
Fish Precautio Rate of Manner of
Active preparatio
poison n Application application
Ingredient n
Organic
Derris root Avoid  10-2 kg powder 4-12 days Mix with Splash over
or powder contact as  0.25 kg dried depending on water. the pond
(machua) it may root per 100m2 the dosage Soak root surface.
burn at greater than (Rotenone) overnight in
10 cm deep water,
 1kg dried root pound flat,
per 100 m at2 squeeze
greater than into a
10cm deep bucket until
it turns
milky
Bassia None 200-250g oil 2-8 days Ground Broadcastin
latifolia cake/m3 2weeks (Saponin) cake from g over
before stocking oil water
extraction, surface
soak in(powder)
water Spread over
overnight the surface
water if
soaked in
water
Creton None 3-5 g/m3 of water - Seeds are Splash on
tiglium seed powdered the pond
and surface
dissolved
with water
Milletia None 2-6 g/m3 of water - Roots are Splash on
pachycarpa powdered the pond
and surface
dissolved
with water
Barringtonia None 20 g/m3 of water 2 days Seeds are Splash on
acutangular powdered the pond
and surface
dissolved
with water
Randia None 12 g/m3 of water - Unripe Splash on
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dumentoru fruits are the pond
m powdered surface
and
dissolved
with water
Walsura None 10 g/m3 of water - Barks are
piscidia powdered Splash on
(Soap bark) and the pond
dissolved surface
with water
3
Tobacco None 1.5-2.0 kg/m of Best when Soak waste Broadcast
waste water water is 5-10 overnight waste
cm deep (when
(Nicotine) decompose
d serves as
fertilizer)
Camellia None 1.5-2.0 kg/m3 of Best when Soak Broadcast
seed cake water water is 5-10 crushed the mixture
(tea seed cm deep ground evenly over
cake) (Saponin) cake in the pond
water for surface
24 hours
Saponin none 0.5 g/m3 of water Best when Dissolved Splash over
(extract of water is 5-10 in water the pond
tea seed cm deep surface
cake) (Saponin)
Combined Chemical and Organic Method
Tea seed Quicklime 5.25-6.75 kg tea Preparation Splash over
cake + must be seed/m3 water at 1 of the tea the water
quicklime use m deep + 1.5 kg seed cake surface
cautiously, quicklime/100m3
use mask of water
and gloves
Tea seed Quicklime 5.25-6.75 kg tea Preparation Splash over
cake + must be seed/m3 water at 1 of the tea the water
quicklime use m deep + 1.5 kg seed cake surface
cautiously, quicklime/100m3
use mask of water
and gloves
Tea seed Quicklime  15.75-22.50 Preparation Splash over
cake + must be kgquicklime/10 of the tea the water
quicklime use 3
0m of water at seed cake surface
cautiously, 1 m deep +
use mask 5.25-6.75 kg
and gloves  Tea seed
3
cake/100m of
water + 1.5 kg
quicklime/100m
3
a week after
Chemical Method
Quick Lime None  9-10.5 kg/100 None Broadcast
3
m of water at over the
5-10 cm deep pond
19
  15.75 – 22.5 kg surface
Hydrated None  55kg/10m3 of Broadcast
Lime water at 5-10 over the
cm deep pond
 100 m3 of water surface
at 1 m deep
Sodium None 20 l/ha at 2cm Chlorine Dilute with Splash over
hypo- deep water water with the pond
chlorite a surface
(liquid proportion
bleach) of 1:10
bleach to
water
Calcium Can burn 1.5 kg/ha in 2cm None Dissolved Broadcast
Hypo- lungs deep water in water over the
chlorite when pond
(Solid inhaled surface
Powder)
Ammonium None 10-20 g/m3
of Increase water Dissolved Broadcast
Sulfate water pH by adding in water over the
50-100 g/m2 of pond
quicklime prior surface
ammonium
sulfate
(Ammonia)
Bayluscide Dangerou 2 capful/16 l at - Diluted with Spray over
s when 2500 m2 pond water the pond
directly area bottom
inhaled before
refilling of
water

FACTS ABOUT SODIUM CYANIDE

1. What is cyanide?

Cyanide is a poisonous chemical that can be produced in nature by certain bacteria,

fungi and algae and can be found in a number of foods and plants. In the body, cyanide
combines with a chemical to form vit B 12. Naturally, it occurs in cassava roots, which are
potato-like tubers of cassava plants in tropical countries.

2. What are the three major cyanide compounds?

The three major cyanide compounds are hydrogen cyanide, sodium cyanide and
potassium cyanide. Hydrogen cyanide is a colorless gas with a faint, bitter, almond-like
odor. Sodium and potassium cyanide are both white solids with a bitter-like odor in damp
air.
3. What are the industrial uses of cyanide?

Cyanide are used in electroplating, metallurgy, production of chemicals, photographic

development, making plastics, fumigating ships, and some mining processes.

20
4. Why is sodium cyanide a big issue in fisheries?

Sodium cyanide is a poison squirted to coral reefs in order to stun fish and facilitate
collection of aquarium and food fishes. This method is also called as cyanide fishing which
is legal in the Philippines because cyanide causes death of coral reefs.

Sodium cyanide is also use to eliminate unwanted fishes in ponds. The use of it as fish
toxicant in 1970 when the chemical was used in the pond preparation of milkfish ponds to
get rid of unwanted fishes before fish stocking. Presently, sodium cyanide is popularly used
in tilapia ponds during pond preparation.

5. What are the effects of sodium cyanide to the pond environment?

Sodium cyanide can be toxic to soil microorganisms and can pans through soil into
underground water. According to the Agency for Toxic Substances and Disease Registry in
Atlanta, Georgia, cyanide in water does not build up in the bodies of fish but may affect
human health.

6. What are some of the effects of sodium cyanide in humans?

a. Skin contact with sodium cyanide produces irritation and sores.

b. Eating fish poisoned by sodium cyanide may not affect to person the first time but the
effect could manifest after eating several times. Some of the manifestation of cyanide are
breathing difficulties, heart pains, vomiting, blood changes, headaches and enlargement of
thyroid gland. At high levels of cyanide, the person manifests weakness of fingers and toes,
difficulty of walking, dimness of vision, deafness and decreased thyroid gland function.
c. It is not known to cause birth defects in people but birth defects have been found in
rats fed with diets of cassava roots and also these that drank water containing sodium
cyanide.
d. There are some unconfirmed reports that fishes previously exposed to sodium
cyanide produce abnormal offspring.
7. Is cyanide carcinogenic?

The U.S. Environmental Protection Agency classified cyanide as non-carcinogenic.

There are reports that cyanide can cause cancer in people or animals.

8. Is the use of sodium cyanide for fisheries legal in the Philippines?

Cyanide fishing is unlawful in the Philippines because of its harmful effect to coral reefs.
Cyanide is not a registered chemical for use as a fish toxicant in ponds.

9. What are the allowable rate of cyanide?

In drinking water, maximum contaminant level of cyanide is 0.2mg/l is allowable.

The permissible exposure limit in the workplace during an 8-hour work day, 40-hour
workweek, is 5mg/m3.

10. What alternative fish toxicant I can be used to eradicate unwanted fishes?

Tea-seed cake (TSC), tobacco, derris plant and tuba (Jathropa sp) are some of the
botanical plants that can be used as fish toxicant. Tea-seed cake can be brought in the

21
markets. Mataldehyde, a chemical molluscicide has been proven to kill snails and fish but is
harmless to environment and human health.

What is it?

You just have learned about applying predator control as one of the steps in preparing
pond grow-out operation.

1. Can you discuss briefly the difference between predators, pest and competitors?
2. What is the most economical method of preventing pest and predators? Give
justification to your answer.

Rubrics to be used for grading:

4  Explanation or answer demonstrtaes strong understanding of the concept
 Student completely explain the concept using appropriate vocabulary
3  Explanation demonstrates good understanding of the concept
 Explanation is nearly complete but some gaps exist; vocabulary is appropriate
2  Explanation demonstrates some understanding of concept
 Explanation is vague or inconsistent with missing or inappropriate vocabulary
1  Explanation demonstrates limited understanding of concept
 Minimal explanation is provided and explanation is unclear with missing and
inappropriate vocabulary
0  Student was unable to offer any explanation

What’s more?

1. In your own understanding, is flushing required after application of fish toxicant?

Explain your answer.
2. Is it safe to apply fish toxicant anytime? Give a brief explanation

Rubrics to be used for grading:

4  Explanation or answer demonstrtaes strong understanding of the concept
 Student completely explain the concept using appropriate vocabulary
3  Explanation demonstrates good understanding of the concept
 Explanation is nearly complete but some gaps exist; vocabulary is appropriate
2  Explanation demonstrates some understanding of concept
 Explanation is vague or inconsistent with missing or inappropriate vocabulary
1  Explanation demonstrates limited understanding of concept
 Minimal explanation is provided and explanation is unclear with missing and
inappropriate vocabulary
0  Student was unable to offer any explanation

22
 What I have learned?

LET US REMEMBER:

1. Pest and predators may gain access to the pond through ______________.

2. ___________ are animals that prey on smaller animals.

3. ___________ are animals that compete for food and space.

4. ___________ are anything in the pod that may interfere the operation.

What I can do?

Complete the table. List down as many as you can, the different pest and predators that
you know.

Pests Predators Competitors

Freshwater

Brackishwater

Assessment
23
 Self Check:

Multiple choice: Choose the letter of the correct answer

1. Carnivorous fishes are considered ____________?

A. Predator B. competitors C. nuisance d. habitat degrader

2. This is to be sure that all predators and unwanted species are eliminated.
A. Application of lime C. Physical methos
B. Chemical method D. pond poisoning or pesticide application

3. All of the following are piscivorous predatory fishes and competitors except?
A. Lyrnea B. frog C. herons D. snakes

4. It is an animal that feeds on other animals.

A. Pest B. predator C. fingerlings D. none of the above

5. Which of the following does not belong to the group?

A. Physical method C. pond poisoning
B. Chemical method D. Organic method

Additional activity

Activity Sheet 1.1

Apply predator control

E. Directions: Answer the following questions.

1. What do you use to control predator in the pond?

2. What do you use to control pests in the pond?
3. What is the common unsafe chemical toxicant use today in tilapia culture?
4. Why is cyanide a big issue in fisheries especially in aquaculture sector?
5. What is the effect of cyanide in fishpond environment?

Rubrics to be used in grading:

4  Explanation or answer demonstrates strong understanding of the concept
 Student completely explain the concept using appropriate vocabulary
3  Explanation demonstrates good understanding of the concept
 Explanation is nearly complete but some gaps exist; vocabulary is appropriate
2  Explanation demonstrates some understanding of concept
 Explanation is vague or inconsistent with missing or inappropriate vocabulary
1  Explanation demonstrates limited understanding of concept

24
  Minimal explanation is provided and explanation is unclear with missing and
inappropriate vocabulary
0  Student was unable to offer any explanation

Answer key

Self Check:
1. A
2. D
3. A
4. B
5. D

References

Aqua Farm News. 1995. Traditional Culture of Bangus. Aqua Farm News Vol. XIII No. 6
(November-December, 1995).

Bagarinao, T.U. 1999. Ecology and Farming of Milkfish. Southeast Asian Fisheries
Development Center-Aquaculture Department, Tigbauan, Iloilo, Philippines

Corne, V.L. et al. 1999. Sustainable Shrimp Culture Techniques. Use of Probiotics and
Reservoirs with “green water”. Philippine Council for Aquatic and Marien Research
Development, Los Banos, Laguna and University of the Philippines in the Visayas, Miag-
ao, Iloilo. 32 p.

Mair, G. and T.A. Abella (eds). 1997. Techno guide in the Production of Genetically Male
Tilapia (GMT). Freshwater Center, Central Luzon State University, 3120, Nueva Ecija,
Philippines

Vera Cruz, E.M. (undated). Pag-aalaga ng Tilapia. Freshwater Aquaculture Center, Central
Luzon State University, Munoz, Nueva Ecija, Philippines

https://www.fao.org/3/ac210e/AC210E06.htm

http://online.anyflip.com/vyazt/kcio/mobile/index.html

Ngugi, C.C et al. 2007. A New Guide to Fish Farming in Kenya. Aquaculture Collaborative
Research Support Program. Department of Fisheries and Aquatic Sciences, Moi University.
Fisheries Department, Ministry of Livestock and Fisheries Development, Government of
Kenya. pp. 101

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