Their hypotheses should be written on the chalk board before the students begin. Organize these into a format organized so that students can write their data after field collection. An example follows although each student project will be different. Students will work in two of the nine treatment plots in one of the treatment blocks. This measure is actually a measure of the relative size of the plants based upon their canopy cover, but provides an indication of complexity in this case.
Higher values indicate greater canopy cover and a more complex sward.
Student discussion of findings is very important, so don't rush through this. Call the students together in a group and ask them to write their data next to their hypotheses on the blackboard. Be prepared to spontaneously evaluate the meaning of their findings. Also, ask the students what the data mean, don't tell them. Consider these questions with the students.