Statistical literacy is essential in everyone's personal lives as consumers, citizens, and professionals. To make informed life and professional decisions, students are required to read, understand, and interpret vast amounts of information, much of which is quantitative. To develop statistical literacy so students are able to make sense of data and interpret results meaningfully, the National Council of Teachers of Mathematics suggests in "Principles and Standards for School Mathematics" (NCTM 2000) that students should work directly with data and engage in all aspects of statistical inquiry. In this article, the authors describe a project-based statistics unit--SIMPA (Students' Ideas about Motivating Play Activities)--that they designed to support twenty sixth-grade students in authentic statistical inquiry. To maximize student learning outcomes, the unit was designed to build students' statistical reasoning through solving a problem they faced in their school environment. Students worked on the unit for approximately four hours per day for one week. They focused on determining the kinds of changes they could make, to the current playground or otherwise, that would maximize play during recess. The sections presented describe the instructional unit and how the authors engaged students in statistical inquiry with the goal of providing a unit that teachers can use with their students as well as a model for teachers to design their own units to support the development of statistical literacy.