The most interesting part of the activity sequence was the project they had to do in the end. In Group D, they presented their projects in front of the whole group, thus, some time was allocated to the presentation of their infographics or discussions in three consecutive lessons. Approaching the first lockdown, elderly people were already advised to isolate, thus, the students had to phone their relatives to interview them. Consequently, the students reported having made their grandparents’ day by calling them and discussing important milestones in their lives. One of the students said that she had talked to her grandma for over an hour on the phone. Some students said that they found out details from their grandparents’ lives they had previously not known, and they marvelled at their grandparents’ lives. Some students reported that they reconnected with their grandparents because of the activity. Some of them seemed truly touched and the way they talked about their experiences also touched the others. There were students who reflected on the activity by saying that they should do it more often as they realized how important it is to talk to their elderly relatives and give them some comfort in those trying times. The outcomes of the activity were quite similar in Group K too; however, they were given the choice whether they wanted to present their findings in front of the whole group or only in small group discussions. Only four students opted for presenting their findings to the whole group, the others preferred to only share their infographics and short presentations in the breakout rooms. The breakout room setting luckily gave me the chance to listen to their presentations without much noise from the other groups, and this setting also created similar magic moments as in Group D. It was heart-warming to see their engagement and how zealously they shared what they learnt from their discussions with their elderly relatives. Most of the students chose Project 2 and some of them even combined the two projects by creating an infographic on their grandparents’ lives. One student reported on a highly unusual interviewee: she interviewed a local homeless woman and presented her life to the group members. Even though the students were not asked to fill in a feedback sheet at the end of the activity sequence, in either case, they gave oral feedback on the last activity: similar to what I perceived, they truly enjoyed talking to the elderly and reconnecting with their relatives, and listening to each other’s stories made their days better and filled with positivity. Finally, some of them shared that this activity made them realize they should talk to their elderly relatives more frequently. Some of the students’ work features in Appendix P4, with the students’ consent.