From there on, we found the pieces to our game (ie. spray painted Scrabble tiltes), started gashing out the details, and thought about what aspects of nature we wanted to highlight. It was also an opportunity to inform Hannah of the current state of affairs in Colombia — perhaps my first try at "raising awareness" of an untold story. It was surprising for her, and the rest of my classmates, to learn how many types of animals and plants get simultaneously killed when illegal crops are sprayed with harmful chemicals, all because of large drug consumers in the States. I said, "If people in this country could just stop being the number one consumer of cocaine, the market would die in Colombia, and with it the need to grow amapolas for those addicted to heroin".

This collaboration was also our time, as a group, to get to know one another deeply. In seven days, we learned about each other's sleeping patterns, how to designate tasks, how to come up with a common identity, and when to stop researching... An ongoing effort that at the end payed off. All the cards, all 36 of them, have real facts — real content created and researched by us. While Hannah showed me an effect to achieve the texture of the map, I showed her how to build a wooden box; one of several examples of group thinking and sharing. And although after seven days of hard work and surprising our classmates with the project's depth and design sensibilities, our curiosity to see the minor details resolved brought us back together a year later. Today, we both have a copy of "The New Game of Life" — a tile that references and contrast the "The Game of Life" in every sense of the word.

Part three, and the final stage of the semester, the class reassigned itself and the project took a new form as it moved onto the web. At this point, Katy Harris and I were partners and we thought of new ways to create a community of active environmental engagement, which in theory, would connect the wide web of the world.