{"CACHEDAT":"2026-06-05 16:36:01","SLUG":"harej-janko-LboOVcH4ry","MARKDOWN":"# Lesson title: Data analysis of a media claim about migrants and resource scarcity in destination countries \n\n\n## Lesson sequence title: Immigrations & resource scarcity\n\nLesson no. !!x!! / !!n!!\n\n### SSI: Should european countries accept immigrants in the world struggling with resource scarcity?\n\n# Subject: Informatics\n\n## Subject-specific learning goals / competences / curriculum content\n\n* search for and open reliable online data sources;\n* download or copy data from World Bank Data into a spreadsheet;\n* select comparable countries and the same time period;\n* combine several data indicators using a common key: country + year;\n* use spreadsheet operations: filtering, sorting, copying columns, naming variables;\n* distinguish between absolute values, shares, and percentages;\n* prepare a basic data table for later graph creation;\n* assess whether the data are relevant to the claim they are investigating. \n\n## Learner age range: 14-16\n\n## Year of subject learning: 10th grade / 1st grade of upper secondary school\n\n# Lesson context\n\n## Before HOW activity\n\nThe purpose of the lesson is to show how data can be used to support or refute a particular claim. Migration is a current topic and a reality of today's world. In this lesson, we focus on the concerns of native inhabitants of migrant destination countries. A fundamental concern of every person is the fear of being left without resources for survival. Therefore, in this lesson, students try to support or refute the claim that migrants have a decisive impact on water consumption in the destination country, that is, the country that receives them. Using data, we therefore try to support or refute the answer to the question: Do countries with a higher share of migrants also experience greater pressure on water resources, especially in domestic water use?\n\nAn example articles that includes claims like that:\n\n* \n* \n* \n\nStudents can work in pairs or independently. First, they obtain data on water scarcity for all countries, find the country they are interested in, and create a graph showing how water consumption is increasing or decreasing in the destination country. Links to the data can be found below. This first set of data shows that many countries face water scarcity while also being among the countries most attractive to migrants. Using only these data could lead to the incorrect conclusion that accepting migrants is not advisable because they increase water consumption, except, of course, in countries that have no problems with water supply.\n\nIn the second part, students also obtain data on the percentage distribution of water use by sector: household use, industry, and agriculture. When using these data, students find the following in most countries:\n\n* household water use is increasing, but slowly;\n* household water use represents a smaller part of total water use;\n* the larger share of water use is agricultural use;\n* agricultural water use is increasing faster than household water use.\n\nTechnical implementation:\n\n* weaker students can simply download the data, filter the data for the destination countries, and identify the situation;\n* stronger students can download the data, filter them, and create graphs for the selected country.\n\n## After HOW activity\n\nAfter completing the activities described in the section above, a discussion with the students follows. We discuss three aspects of the activity:\n\n* what technical difficulties they encountered — limited to achieving the subject-specific learning goals;\n* whether we can give a generalised answer to the question: Do countries with a higher share of migrants also experience greater pressure on water resources, especially in domestic water use?\n* what other data we would need in order to answer the question more accurately. Who else uses water, or what other factors affect water use, for example tourism, droughts, and other extreme events, unemployment?\n\n# HOW Activity\n\n## Duration in minutes: 45 or 90 in a computer lab\n\n## MSL Domain: Be wise & think twice\n\n### Learning goal: Evaluate the relevance of the evidence in relation to the claim\n\n### HOW: D2G2O2H1 – Specify the scope and assertion of the claim\n\n## HOW activity instruction\n\nThe purpose of the whole lesson is to check to what extent the data support the claim: Do countries with a higher share of migrants also experience greater pressure on water resources, especially in domestic water use?\n\nCreate graphs to check whether the data really support the claim: \"Migrants cause a shortage of water resources in the destination country.\" Choose one migrant destination country and check:\n\n* what the total population is and whether it is increasing/decreasing - \n* what the total water withdrawal is by year - \n* what the share of migrants in the population is - \n\nHow would you answer the main question at this point?\n\nNow create graphs for the following as well:\n\n* what the share of domestic water withdrawal is - \n* what the share of agricultural water withdrawal is - \n\nNow reflect again on water use and complete the following:\n\nThe data show that, in most of the selected countries, the largest share of water withdrawal is in the __________________ sector. The share of migrants alone is sufficient / not sufficient to explain differences in water use because ____________________________________________. The claim \"migrants cause water shortages\" is therefore _______________________________, because the data measure _____________________, not the direct impact of migrants. For a fairer explanation, we would also need to add data on _____________________. \n\n### Suggested social form\n\nindividual work / work in pairs - according to possibilities\n\n### Required infrastructure\n\none computer with access to internet for each student or a pair","HTML":"

Lesson title: Data analysis of a media claim about migrants and resource scarcity in destination countries

\n

Lesson sequence title: Immigrations & resource scarcity

\n

Lesson no. !!x!! / !!n!!

\n

SSI: Should european countries accept immigrants in the world struggling with resource scarcity?

\n

Subject: Informatics

\n

Subject-specific learning goals / competences / curriculum content

\n
    \n
  • search for and open reliable online data sources;\n
    • \n
  • download or copy data from World Bank Data into a spreadsheet;\n
    • \n
  • select comparable countries and the same time period;\n
    • \n
  • combine several data indicators using a common key: country + year;\n
    • \n
  • use spreadsheet operations: filtering, sorting, copying columns, naming variables;\n
    • \n
  • distinguish between absolute values, shares, and percentages;\n
    • \n
  • prepare a basic data table for later graph creation;\n
    • \n
  • assess whether the data are relevant to the claim they are investigating.\n
    • \n
\n

Learner age range: 14-16

\n

Year of subject learning: 10th grade / 1st grade of upper secondary school

\n

Lesson context

\n

Before HOW activity

\n

The purpose of the lesson is to show how data can be used to support or refute a particular claim. Migration is a current topic and a reality of today's world. In this lesson, we focus on the concerns of native inhabitants of migrant destination countries. A fundamental concern of every person is the fear of being left without resources for survival. Therefore, in this lesson, students try to support or refute the claim that migrants have a decisive impact on water consumption in the destination country, that is, the country that receives them. Using data, we therefore try to support or refute the answer to the question: Do countries with a higher share of migrants also experience greater pressure on water resources, especially in domestic water use?

\n

An example articles that includes claims like that:

\n\n

Students can work in pairs or independently. First, they obtain data on water scarcity for all countries, find the country they are interested in, and create a graph showing how water consumption is increasing or decreasing in the destination country. Links to the data can be found below. This first set of data shows that many countries face water scarcity while also being among the countries most attractive to migrants. Using only these data could lead to the incorrect conclusion that accepting migrants is not advisable because they increase water consumption, except, of course, in countries that have no problems with water supply.

\n

In the second part, students also obtain data on the percentage distribution of water use by sector: household use, industry, and agriculture. When using these data, students find the following in most countries:

\n
    \n
  • household water use is increasing, but slowly;\n
    • \n
  • household water use represents a smaller part of total water use;\n
    • \n
  • the larger share of water use is agricultural use;\n
    • \n
  • agricultural water use is increasing faster than household water use.\n
    • \n
\n

Technical implementation:

\n
    \n
  • weaker students can simply download the data, filter the data for the destination countries, and identify the situation;\n
    • \n
  • stronger students can download the data, filter them, and create graphs for the selected country.\n
    • \n
\n

After HOW activity

\n

After completing the activities described in the section above, a discussion with the students follows. We discuss three aspects of the activity:

\n
    \n
  • what technical difficulties they encountered — limited to achieving the subject-specific learning goals;\n
    • \n
  • whether we can give a generalised answer to the question: Do countries with a higher share of migrants also experience greater pressure on water resources, especially in domestic water use?\n
    • \n
  • what other data we would need in order to answer the question more accurately. Who else uses water, or what other factors affect water use, for example tourism, droughts, and other extreme events, unemployment?\n
    • \n
\n

HOW Activity

\n

Duration in minutes: 45 or 90 in a computer lab

\n

MSL Domain: Be wise & think twice

\n

Learning goal: Evaluate the relevance of the evidence in relation to the claim

\n

HOW: D2G2O2H1 – Specify the scope and assertion of the claim

\n

HOW activity instruction

\n

The purpose of the whole lesson is to check to what extent the data support the claim: Do countries with a higher share of migrants also experience greater pressure on water resources, especially in domestic water use?

\n

Create graphs to check whether the data really support the claim: "Migrants cause a shortage of water resources in the destination country." Choose one migrant destination country and check:

\n\n

How would you answer the main question at this point?

\n

Now create graphs for the following as well:

\n\n

Now reflect again on water use and complete the following:

\n

The data show that, in most of the selected countries, the largest share of water withdrawal is in the ________________ sector. The share of migrants alone is sufficient / not sufficient to explain differences in water use because ________________________________________. The claim "migrants cause water shortages" is therefore ___________________________, because the data measure _________________, not the direct impact of migrants. For a fairer explanation, we would also need to add data on ___________________.

\n

Suggested social form

\n

individual work / work in pairs - according to possibilities

\n

Required infrastructure

\n

one computer with access to internet for each student or a pair

","UPDATEDAT":"2026-05-15T08:09:40.907Z","ID":"d79efd27-90ac-440e-bafc-d54cc7b0dfc8","TITLE":"Harej, Janko"}