5.3.1.1.1. Results from the Reflective Journals. Most teachers chose the activity sequence entitled Dear Future Generations (the description of which can be found in 4.3.1.1), therefore it was tried out in seven groups, with the participation of 87 students. Five teachers wrote about their experiences of the lessons where they used the worksheet and using content analysis, and some emerging themes were found about their experiences. In their reflective journals, three teachers addressed why they had selected this worksheet: they all referred to the fact that this is certainly useful for the students, they are already familiar with the issue, but this worksheet approaches the topic from a newer perspective. Johanna though mentioned that her students “feel overwhelmed by this topic” as it “comes at them from different directions”, so it may be a better choice for students who have not been exposed to this topic that much as her students in “privileged circumstances” (T/FG-J-1). Two teachers, Bella and Hédi mentioned that their students were already excited by the fact that they were doing something out of the ordinary in the lessons and the material “sparked their interest in the very beginning” (J/FG-B-1). Most of the participants stated that the warmer generated a lot of engagement from the students as it was about the future, they went into “lengthy conversations” (J/FG-A-1) and some groups mostly depicted a more negative and some groups a more positive future, which the teachers could react to in different ways. Hédi described her experience in the following way: “I was taken aback because they envisaged a dark future. When we shared the ideas, it turned out I was the only optimistic person” (J/FG-H-1). The video provoked a strong emotional response from the students; however, this response was different, based on the composition of each group. Bella’s group “enjoyed the video” (J/FG-B-1), and Izabella’s group found it “powerful”, according to her testimony, “you could cut the air in the room” (J/FG-I-1). Alma stated that watching the video kept her students on the edge and they were really “unhappy” (J/FG-A-1) when it had to be stopped for the activities. In Johanna’s group, there were mixed responses to the video: some students found it “phoney and cheesy”, while some students were truly “touched” (J/FG-J-1).