1 of 70

Educator Instructions

Smartboard Users

This slide deck features interactive activities for you and your students. To enable interactive features (sliders, word matching, etc.), please make a copy of this deck to your personal or school Google account.

2 of 70

Permission to Play Unit Study

Permission �to Play

A Unit Study

Boosting joy, creativity, �and connection through �the power of play.

Unit Introduction – Play is more than just fun—it’s essential! It fuels joy, creativity, connection, and wellbeing at any age. From building and storytelling to movement and sensory exploration, play takes countless forms, and everyone experiences it differently. Research shows play boosts positive emotions, social connection, problem-solving, and stress relief. Yet, busy schedules often limit opportunities to play freely.

This unit invites you to rediscover play in meaningful, accessible ways. You’ll explore different play styles, identify your preferences, practice giving yourself permission to play, and learn to read play signals to enhance connection and communication. Play is universal, inclusive, and adaptable to diverse needs, including sensory or neurodivergent experiences. By intentionally making space for play, you can strengthen relationships, spark creativity, and boost happiness. Let’s give ourselves permission to play!

Time — 5 Activities / 25-60 minutes each (~150 minutes total)

PERMA+ Element(s): ALL

Difficulty — Easy to Moderate

Unit Outline

Activity 1: Discovering Play Types

Time: 25 minutes

Activity 2: My Play Personality

Time: 30 minutes

Activity 3: Play Signals & Invitations

Time: 25 minutes

Activity 4: Permission to Play Breaks

Time: 30 minutes

Activity 5: Designing a Play Plan

Time: 45-60 minutes**

**Note: Consider breaking up Activity 5 into multiple lessons to focus on each phase of development, or one lesson per play activity (~15-20 minutes/phase or activity)

Materials

Print Permission to Play Unit Study for each student, which includes:

My Play Type Worksheet
Who Am I in Play? Worksheet
Meet the Play Personalities poster (optional)
Spot the Signals Worksheet
My Play Break Tracker
My Permission to Play Plan

*option to print out individual worksheets as needed

Print Permission to Play Answer Key

3 of 70

Discovering Play Types

Activity

01.

Overview — Welcome students to their first activity on Permission to Play! This unit is all about rediscovering play and understanding why it’s important for happiness, creativity, connection, and wellbeing. Students will begin by learning about the 8 types of play and exploring which ones feel most fun and interesting to them. This is the first activity, and there are four more activities to come!

Activity 1 Skill Goal —�Students will learn to:

Identify five types of play (Movement, Building, Storytelling, Games, and Sensory Play).
Match activities to the corresponding play type and reflect on which activities they enjoy most.

Activity Outline —�• Watch: The Primal Power of Play

• Identify Play and Play Types in photos�• Play Type Matching Game (students match play activities to play types on the worksheet)�• Personal Reflection (students circle their favorite play activities on the worksheet)

Materials —

My Play Match worksheet (includes reference descriptions for each play type)
Pencils or markers

4 of 70

Video Intro

Types of Play

Sensory
Building / Constructive
Object
Exploratory
Games with Rules
Word / Language
Pretend / Imaginative
Nature

Teacher’s Notes: Reference this slide and read through the different types of play. Explain that there are many different ways to play, and all of them are good for our wellbeing. Play helps our brains grow, builds friendships, and gives us energy and joy.�

Sensory Play – helps you feel calm and happy. Example: sand or water play
Building / Constructive Play – helps focus, solve problems, and create. Example: Legos
Object Play – playing with objects is fun and helps you learn. Example: lining up cars
Exploratory Play – lets you explore and discover new things. Example: nature walks
Games with Rules – helps practice taking turns and following rules. Example: board games
Word / Language Play – makes language and jokes fun. Example: Mad Libs
Pretend / Imaginative Play – helps think about ideas and other points of view. Example: role-playing, like playing “school” or “house.”
Nature Play – being outside is fun and calming. Example: scavenger hunts

17 of 70

Sensory Play

Helps you feel calm and happy.

Sand or water play, fidget toys, finger painting and listening to sounds.

18 of 70

Building/Constructive Play

Building / Constructive Play

Helps you focus, solve �problems and create things.

Legos, blocks, puzzles, art and coding.

19 of 70

Object Play

Playing with objects is a �fun way to learn.

Lining up cars, spinning wheels, magnets and sorting collections.

20 of 70

Exploratory Play

Lets you explore and �discover new things.

Nature walks, experiments and discover boxes.

21 of 70

Games with Rules

Helps practice taking �turns and following rules.

Board games, matching games and cooperative games.

22 of 70

Word/Language Play

Word / Language Play

Makes learning language �and jokes fun.

Puns, rhymes, Mad Libs and telling funny stories.

23 of 70

Pretend/Imaginative Play

Pretend / Imaginative Play

Helps think about ideas and different points of view.

Role-playing, puppet shows and pretend kitchens.

24 of 70

Nature Play

Being outside is fun and helps you feel calm.

Gardening, scavenger hunts, climbing and collecting leaves or rocks.

25 of 70

My Play Match Worksheet

26 of 70

What are some benefits of play?

Write ideas here …

27 of 70

Benefits of Play

28 of 70

My Play Personality

Activity

02.

Overview – Students will continue exploring their connection with play by discovering their play personality. Just like everyone has different favorite foods or hobbies, people have different ways they like to play. In this activity, students will learn about Stuart Brown’s eight play personalities and begin to notice how their own play style shows up in daily life. Understanding personal play preferences is an important step toward creating a “Permission to Play” plan that brings joy and connection.

Activity 2 Skill Goal – Students will learn to:

Identify their top 1–2 play personalities using the “Who Am I in Play?” worksheet.
Recognize how their play personality shows up in daily activities.
Reflect on similarities and differences in play personalities with peers.

Activity Outline

Introduction to Play Personalities – Teacher-led overview using examples and the “Meet the Play Personalities” reference sheet.
Complete “Who Am I in Play?” Guided Quiz – Students identify their top 1–2 play personalities.
Reflection – Students share or journal about how their play personality shows up in their life, including favorite activities or ways they naturally play.

Materials — Who Am I in Play? Worksheet, What’s Your Favorite Way to Play? Poster (optional), flip chart and markers (optional)

29 of 70

The 8 Play Personalities

Teacher’s Notes: Start by explaining that now we know the Types of Play, or the different games and activities people like to do (building with Legos, running outside, telling a story, or playing a board game), we are going to learn about Play Personalities, or the different kinds of people who play and their styles and how they like to play.

Ask students: “What do you notice about these pictures?” Explain that everyone plays in their own special way. Emphasize: There is no right or wrong way to play. Some like exploring, building, or telling stories. Some like games, words, or being outside. These different ways of playing are called play personalities.

These styles of play show what makes play fun for YOU. For example: some people love to be silly (The Joker), some love to move their bodies (The Mover), and some love to collect things (The Collector).�

Tell students: “We are going to find out which play personality (or personalities) match you!”

Optional: Print out the What’s Your Favorite Way to Play? Poster and hang in your classroom as you explore the 8 Play Personalities

30 of 70

The Joker

31 of 70

The Director

32 of 70

The Creator

33 of 70

The Explorer

34 of 70

The Mover

35 of 70

The Collector

36 of 70

The Storyteller

37 of 70

The Competitor

38 of 70

Everyday Play Choices

Think about everyday life. Who would you like to play with? Where would you like to play? What would you like to play with?

At school (recess, art, jokes with friends)
At home (games with family, hobbies, music, pets)
Outside (nature, sports, exploring)
Online (creative games by yourself, sharing interests)

39 of 70

Is this something you’d like to do for play? Example 1

Is this something you would like to do for play?

YES!

No Way!

Class Activity – Students identify if the activity shown above is a something they would like to do for play.

Step 1: Ask students: is this something you would like to do for play?

Step 2: Students can raise hands or call out “Yes! Or “No Way!” If using a SmartBoard, have students come up and move their answer into the box on whether the activity is something they’d like like to do for play. Students can also come up and circle/star the answer.

Step 3: Invite students to turn and talk with a partner or write in their journals: Why is this (or not) an activity you like to do? What about this activity do you enjoy?

Step 4: Have a conversation around how this may or may be a preferred activity for some people, and not for others. Emphasize that play looks different for everyone — and that’s amazing!

Step 5: Facilitate a short share-out by linking back to Play Personalities (e.g., “I hear a lot of Collectors and Movers in our class!”).

40 of 70

Is this something you’d like to do for play? Example 2

Is this something you would like to do for play?

YES!

No Way!

Class Activity – Students identify if the activity shown above is a something they would like to do for play.

Step 1: Ask students: is this something you would like to do for play?

Step 2: Students can raise hands or call out “Yes! Or “No Way!” If using a SmartBoard, have students come up and move their answer into the box on whether the activity is something they’d like like to do for play. Students can also come up and circle/star the answer.

Step 3: Invite students to turn and talk with a partner or write in their journals: Why is this (or not) an activity you like to do? What about this activity do you enjoy?

Step 4: Have a conversation around how this may or may be a preferred activity for some people, and not for others. Emphasize that play looks different for everyone — and that’s amazing!

Step 5: Facilitate a short share-out by linking back to Play Personalities (e.g., “I hear a lot of Collectors and Movers in our class!”).

41 of 70

Is this something you’d like to do for play? Example 3

Is this something you would like to do for play?

YES!

No Way!

Class Activity – Students identify if the activity shown above is a something they would like to do for play.

Step 1: Ask students: is this something you would like to do for play?

Step 2: Students can raise hands or call out “Yes! Or “No Way!” If using a SmartBoard, have students come up and move their answer into the box on whether the activity is something they’d like like to do for play. Students can also come up and circle/star the answer.

Step 3: Invite students to turn and talk with a partner or write in their journals: Why is this (or not) an activity you like to do? What about this activity do you enjoy?

Step 4: Have a conversation around how this may or may be a preferred activity for some people, and not for others. Emphasize that play looks different for everyone — and that’s amazing!

Step 5: Facilitate a short share-out by linking back to Play Personalities (e.g., “I hear a lot of Collectors and Movers in our class!”).

42 of 70

Is this something you’d like to do for play? Example 4

Is this something you would like to do for play?

YES!

No Way!

Class Activity – Students identify if the activity shown above is a something they would like to do for play.

Step 1: Ask students: is this something you would like to do for play?

Step 2: Students can raise hands or call out “Yes! Or “No Way!” If using a SmartBoard, have students come up and move their answer into the box on whether the activity is something they’d like like to do for play. Students can also come up and circle/star the answer.

Step 3: Invite students to turn and talk with a partner or write in their journals: Why is this (or not) an activity you like to do? What about this activity do you enjoy?

Step 4: Have a conversation around how this may or may be a preferred activity for some people, and not for others. Emphasize that play looks different for everyone — and that’s amazing!

Step 5: Facilitate a short share-out by linking back to Play Personalities (e.g., “I hear a lot of Collectors and Movers in our class!”).

43 of 70

Is this something you’d like to do for play? Example 5

Is this something you would like to do for play?

YES!

No Way!

Class Activity – Students identify if the activity shown above is a something they would like to do for play.

Step 1: Ask students: is this something you would like to do for play?

Step 2: Students can raise hands or call out “Yes! Or “No Way!” If using a SmartBoard, have students come up and move their answer into the box on whether the activity is something they’d like like to do for play. Students can also come up and circle/star the answer.

Step 3: Invite students to turn and talk with a partner or write in their journals: Why is this (or not) an activity you like to do? What about this activity do you enjoy?

Step 4: Have a conversation around how this may or may be a preferred activity for some people, and not for others. Emphasize that play looks different for everyone — and that’s amazing!

Step 5: Facilitate a short share-out by linking back to Play Personalities (e.g., “I hear a lot of Collectors and Movers in our class!”).

44 of 70

Is this something you’d like to do for play? Example 6

Is this something you would like to do for play?

YES!

No Way!

Class Activity – Students identify if the activity shown above is a something they would like to do for play.

Step 1: Ask students: is this something you would like to do for play?

Step 2: Students can raise hands or call out “Yes! Or “No Way!” If using a SmartBoard, have students come up and move their answer into the box on whether the activity is something they’d like like to do for play. Students can also come up and circle/star the answer.

Step 3: Invite students to turn and talk with a partner or write in their journals: Why is this (or not) an activity you like to do? What about this activity do you enjoy?

Step 4: Have a conversation around how this may or may be a preferred activity for some people, and not for others. Emphasize that play looks different for everyone — and that’s amazing!

Step 5: Facilitate a short share-out by linking back to Play Personalities (e.g., “I hear a lot of Collectors and Movers in our class!”).

45 of 70

Is this something you’d like to do for play? Example 7

Is this something you would like to do for play?

YES!

No Way!

Class Activity – Students identify if the activity shown above is a something they would like to do for play.

Step 1: Ask students: is this something you would like to do for play?

Step 2: Students can raise hands or call out “Yes! Or “No Way!” If using a SmartBoard, have students come up and move their answer into the box on whether the activity is something they’d like like to do for play. Students can also come up and circle/star the answer.

Step 3: Invite students to turn and talk with a partner or write in their journals: Why is this (or not) an activity you like to do? What about this activity do you enjoy?

Step 4: Have a conversation around how this may or may be a preferred activity for some people, and not for others. Emphasize that play looks different for everyone — and that’s amazing!

Step 5: Facilitate a short share-out by linking back to Play Personalities (e.g., “I hear a lot of Collectors and Movers in our class!”).

46 of 70

Is this something you’d like to do for play? Example 8

Is this something you would like to do for play?

YES!

No Way!

Class Activity – Students identify if the activity shown above is a something they would like to do for play.

Step 1: Ask students: is this something you would like to do for play?

Step 2: Students can raise hands or call out “Yes! Or “No Way!” If using a SmartBoard, have students come up and move their answer into the box on whether the activity is something they’d like like to do for play. Students can also come up and circle/star the answer.

Step 3: Invite students to turn and talk with a partner or write in their journals: Why is this (or not) an activity you like to do? What about this activity do you enjoy?

Step 4: Have a conversation around how this may or may be a preferred activity for some people, and not for others. Emphasize that play looks different for everyone — and that’s amazing!

Step 5: Facilitate a short share-out by linking back to Play Personalities (e.g., “I hear a lot of Collectors and Movers in our class!”).

47 of 70

Is this something you’d like to do for play? Example 9

Is this something you would like to do for play?

YES!

No Way!

Class Activity – Students identify if the activity shown above is a something they would like to do for play.

Step 1: Ask students: is this something you would like to do for play?

Step 2: Students can raise hands or call out “Yes! Or “No Way!” If using a SmartBoard, have students come up and move their answer into the box on whether the activity is something they’d like like to do for play. Students can also come up and circle/star the answer.

Step 3: Invite students to turn and talk with a partner or write in their journals: Why is this (or not) an activity you like to do? What about this activity do you enjoy?

Step 4: Have a conversation around how this may or may be a preferred activity for some people, and not for others. Emphasize that play looks different for everyone — and that’s amazing!

Step 5: Facilitate a short share-out by linking back to Play Personalities (e.g., “I hear a lot of Collectors and Movers in our class!”).

48 of 70

Is this something you’d like to do for play? Example 20

Is this something you would like to do for play?

YES!

No Way!

Class Activity – Students identify if the activity shown above is a something they would like to do for play.

Step 1: Ask students: is this something you would like to do for play?

Step 2: Students can raise hands or call out “Yes! Or “No Way!” If using a SmartBoard, have students come up and move their answer into the box on whether the activity is something they’d like like to do for play. Students can also come up and circle/star the answer.

Step 3: Invite students to turn and talk with a partner or write in their journals: Why is this (or not) an activity you like to do? What about this activity do you enjoy?

Step 4: Have a conversation around how this may or may be a preferred activity for some people, and not for others. Emphasize that play looks different for everyone — and that’s amazing!

Step 5: Facilitate a short share-out by linking back to Play Personalities (e.g., “I hear a lot of Collectors and Movers in our class!”).

49 of 70

Who am I in play? Worksheet

Student Activity: Print and hand out the Who Am I in Play? Worksheet. Students will identify their top play personalities and reflect on how they like to play.

Teacher Instructions:

Explain to students that everyone plays in different ways. Today we’re going to discover which play personality matches you!
Explain the worksheet:

Point to the columns:

Picture – shows the play personality.
This is Me! – check this if you feel this personality fits you.
Not Me – check this if you don’t feel like this is your style

Have students complete the quiz

Students look at each picture and decide if it matches how they like to play.
They check the box in either “This is Me!” or “Not Me.”
Encourage students to think about what makes them happy when they play. Remind students there are no wrong answers. Everyone has their own way of playing.
Check in individually if students need help understanding a personality or example.

Reflection / Sharing

Ask students:

Which boxes were checked ‘This is Me!’?
What is your top play personality?
How do you notice this play style in your daily life?
What activities do you enjoy that match your play style?

Students can share with a partner, small group, or the class.
Optional: Students can journal or draw a picture of themselves playing in their favorite way.

Materials –

Who Am I in Play? worksheet
Meet the Play Personalities poster in the classroom or on the SMARTBoard for reference
Pencils or markers

50 of 70

What do you like to play with and where?

Write ideas here …

51 of 70

Activity 3

Play Signals & Invitations

Activity

03.

52 of 70

Animals at play video

53 of 70

What are Play Signals?

A play signal is how we show someone we want to play.

Signals Say: “This is fun — join me!”

Humans have play signals just like animals.

54 of 70

Human Play Signals

Smiling or laughing�
Handing someone a toy/object�
Repeating a funny phrase (scripting)�
Sitting nearby and copying (parallel play)�
Talking about a favorite interest

55 of 70

Play Invitations

A play invitation says: “Want to play with me?”�Ways to invite:

Ask (“Do you want to play a game?”)�
Show (hold up a ball or toy)�
Copy (join in by doing the same thing)�
Share (offer a favorite activity or story)

Play Invitations

56 of 70

Role-Play Play Signals

Student Activity: Print and hand out the Role-Play Play Signals Worksheet.

Teacher’s Instructions:

Introduce the worksheet: Tell students that they are going to practice play signals. They will work with a partner to give and notice ways to invite someone to play. Example of what you could say:

“Now it’s your turn to try these signals with a partner. You’ll use the Role-Play Signals Worksheet to guide you. Partner A will give a signal or invitation to play, and Partner B will notice and respond. Then you’ll switch roles. Remember, there’s no right or wrong — the important thing is to notice and have fun practicing.”

Demonstrate first: Show one signal (e.g., smile and hold a toy) while a volunteer guesses. Explain: “This is a play signal — it’s a way to show someone, ‘Let’s play!’”
Pair students: Each partner takes a turn being Partner A (giving the signal) and Partner B (noticing).
Support as needed: Walk around the classroom, give prompts or model the signals for students who are unsure.
Encourage reflection: After students have completed the worksheet, ask:
“Which signals were easiest to give?”
“Which signals were easiest to notice?”
“How do these signals help us play together?”

57 of 70

Activity 4: Permission to Play Breaks

Permission to Play Breaks

Activity

04.

Overview – Over the past lessons, we’ve explored different types of play, learned about our unique play personalities, and practiced noticing and giving play signals. Now it’s time to try play for ourselves! In today’s activity, we’ll take short play breaks—moving, joking, building, or exploring our interests—and notice how play affects our energy, focus, and mood.

Activity 4 Skill Goal – Students learn to:

Participate in short, structured play breaks that support wellbeing.
Notice how play impacts their energy, focus, and mood.
Reflect on which kinds of play breaks feel most enjoyable.

Activity Outline —

*PERMA+ Snapshot: Students check in on their wellbeing before and after the Play Breaks activity to see if it boosted their wellbeing score
Play Break Stations: Students rotate through short, engaging stations to experience different types of play.
**Reflection & PERMA+ Snapshot: Students take the PERMA+ Snapshot again. Pause to notice how play affects mood, energy, and focus, and discuss or journal about the experience.
Closing: Reinforce that everyone’s play is valid and encourage daily intentional play for wellbeing.�Optional Extensions: Offer deeper or shared play opportunities, longer interest dives, or scheduled classroom recesses for continued practice.

Materials —� • Play props (balls, blocks, art supplies, small toys)� • Space for movement or stretching� • Timer or stopwatch for play breaks� • Optional: music player for dance or movement activities� • Reflection prompts (can be on slides or printed cards)� • PERMA+ Snapshot tool (digital or print)

Note: this activity requires setting up play break stations in advance�*Feel free to skip this part if you’re not familiar with the PERMA+ model and the PERMA+ Snapshot. A good substitute would be to ask students how they are feeling before the activity or distribute your own classroom mood check-in.�**Feel free to skip this part if you’re not familiar with the PERMA+ model and the PERMA+ Snapshot. A good substitute would be to ask students to reflect on how they are feeling after the activity or distribute your own classroom mood check-in.

58 of 70

PERMA+ Theory of Wellbeing

Teacher’s Notes: Remind students that they’ve spent time learning about the kinds of play they enjoy, their own play personalities, and how we signal and invite others to play. Now, we’re going to bring all of that together with play breaks. But before getting started on play breaks, we’re going to review the PERMA+ Theory of Wellbeing and check in on our wellbeing before and after the Play Breaks activity to see if it boosts our wellbeing score!

*Remind students of the 6 elements of wellbeing, PERMA+: Positive Emotions, Engagement, Relationships, Mattering, Accomplishment, and +Health. Add one or two sentences for each element. You may want to say…

• Positive Emotions: Each day, you need a healthy dose of feeling good. These are the feel good emotions like joy, love, serenity, inspiration, amusement…

• Engagement: This is about spending time doing things that captivate you, that are interesting to you, that motivate you and bring you joy.

• Relationships: Relationships are all about spending time with others and having people in life that support you through challenges and celebrate wins.

• Mattering: Knowing your purpose, having meaning in the things you’re doing day-to-day, feeling connected to something bigger than ourselves, or feeling like you are helpful to others, your community, or the environment.

• Accomplishment: Having a healthy sense of goals and hope towards achieving them.

• +Health: Nutrition, movement, and sleep are critical to fueling our bodies and minds.

*Feel free to skip this part if you’re not familiar with the PERMA model and the PERMA+ Snapshot. A good substitute would be to ask students how they are feeling before the activity or distribute your own classroom mood check-in.

59 of 70

PERMA+ Snapshot worksheet

*Student Activity: Explain to students that the PERMA+ Snapshot is a tool that can help us check in on and measure our own wellbeing. The PERMA+ Snapshot is a way to check in on each element of PERMA+: Positive Emotions, Engagement, Relationships, Mattering, Accomplishment, and + Health and see what areas we are doing well in and which may need some improvement. Explain that we can reflect on each element of PERMA+ on a scale of 0-10. They are going to take their PERMA+ Snapshot before doing a play break, and see how the play break impacts their wellbeing. ��Pass out a PERMA+ Snapshot worksheet (page 2 in the Unit Study Pack) and have students individually complete an initial PERMA+ Snapshot. Instruct them to read each question related to each element of PERMA+ and shade in on a scale of 0-10 how they are doing in each element. This is just an initial baseline PERMA+ Snapshot before they get started on their play break.

For nonreaders, you can read aloud each of the prompts for each element and assist student as needed.

Materials: PERMA+ Snapshot worksheet (page 2 in the Unit Study Pack)

**Feel free to skip this slide if you’re not familiar with the PERMA model and the PERMA+ Snapshot. A good substitute would be to ask students how they are feeling before the activity or distribute your own classroom mood check-in.

60 of 70

The 10 Big Positive Emotions

Interest

Gratitude

Amusement

Inspiration

Serenity

Pride

Love

Hope

Joy

Awe

Teacher’s Notes: Teacher says:�“Okay, everyone! Today we’re going to try something a little different and a lot of fun. We’ve spent time learning about the kinds of play we enjoy, our own play personalities, and how we signal and invite others to play. Now we’re going to bring all of that together with play breaks.�

Play isn’t just for kids. Our brains and bodies actually need it! Research shows that even short bursts of play help us feel happier, think more creatively, connect with friends, and focus better. Play is good for everyone, and there’s no one way to do it — each of us has our own style.

*Connection to PERMA+:�“During our play breaks, we’ll notice how play sparks Positive emotions like joy and laughter, helps us engage fully in an activity (Engagement), and connects us with classmates (Relationships).”

Review positive emotions by watching the video on the next slide.

*Feel free to skip this part if you’re not familiar with the PERMA model and the PERMA+ Snapshot. A good substitute would be to reference the 10 positive emotions and ask students which ones they think are sparked during play.

61 of 70

10 Common Positive Emotions Video

62 of 70

Play Break Stations

Movement�Break

Joke / Story Round

Hands-On

Play

Interest

Dive

Teacher’s Notes: NOTE: set up stations play stations prior to activity�Say: I’ve set up four different stations in the classroom. You’ll rotate in small groups so everyone can try each one. Here’s what they are:

Movement Break: Jump rope, stretch, or do a silly dance.
Joke / Story Round: Share a quick joke, riddle, or funny story with your group.
Hands-On Play: Build with LEGO, blocks, puzzles, or fidget tools.
Interest Dive (Optional): Spend 5–10 minutes exploring a hobby or special interest you love.

Each station will last 5–7 minutes, and then you’ll rotate to the next one.”

Teacher instructions / scaffolding:

“If you’re not sure what to do, watch me or a friend first, or follow the prompts at each station.”
“Remember, everyone’s play looks different and some people like to move, some like to build, some like quiet play. That’s all okay.”
“Use kind words and show interest when someone shares. That’s part of the fun of play!”

Transition cue:�“Let’s line up at our first station, and I’ll start the timer. Ready… go!”

63 of 70

Play Break Reflection

Which station did you enjoy the most?
Did your energy, focus or mood change after playing?
What playful activity would you like to try next week?

Teacher’s Note: Have students reflect on their play breaks. Students can talk with a partner or write their thoughts in a journal. Here are some questions:

Which station did you enjoy the most?
Did your energy, focus, or mood change after playing?
What playful activity would you like to try again this week?”

Takeaway

Teacher says:�“Remember, play is biologically essential — it helps our brains, bodies, and relationships. Everyone’s play looks different, and even short, daily breaks can improve mood, focus, and connection with others.

Try to integrate at least one playful activity into your day — maybe during a break, before homework, or after school. You can use what you practiced here today, or discover something new.

Optional Extensions / Adaptations

Deep Dive Play: Give autistic students 15–20 minutes to fully explore a special interest.
Shared Interest Exchange: Pair students to share hobbies, collections, or favorite facts.
Recess for All: Schedule 10–15 minute play periods during transitions or breaks.

Teacher cue for next steps:�“Next time we have a break, we’ll do this again. You can suggest your own stations or playful activities, too!”

64 of 70

PERMA+ Snapshot Worksheet

*Student Activity: Now that students have completed their playbreak, it’s time for them to retake their PERMA+ Snapshot and see how the play break(s) impacted their wellbeing. Pass out a fresh, blank PERMA+ Snapshot worksheet. Ask students if they experienced positive emotions, engagement, relationships, Mattering, Accomplishment, or Health during their play break. “Let’s retake a quick PERMA+ Snapshot to see how your Positive emotions, Engagement, and Relationships shifted after playing. Did anyone also experience Mattering, Accomplishment, or Health?”�

“During our play breaks, did you notice if play sparked Positive emotions like joy and laughter, helped us engage fully in an activity (Engagement), and connected us with classmates (Relationships).”

For nonreaders, you can read aloud each of the prompts for each element and assist student as needed.

Materials: PERMA+ Snapshot worksheet (page 2 in the Unit Study Pack)

*Feel free to skip this slide if you’re not familiar with the PERMA model and the PERMA+ Snapshot. A good substitute would be to ask students how they are feeling before the activity or distribute your own classroom mood check-in.

65 of 70

The 8 Play Personalities Poster

The 8 Play Personalities

66 of 70

Designing a Play Plan

Activity

05.

Activity Overview

Students create a personalized “Permission to Play Plan” by choosing 2–3 joyful play activities and identifying when, where, and with whom they can play. This supports wellbeing by reinforcing positive emotions, engagement, and healthy relationships.

�Skill Goals

By the end of this activity, students will:

Identify 2–3 personal play activities that bring them joy.
Create a realistic plan for when, where, and with whom they can play.
Practice giving themselves permission to play as part of everyday wellbeing.

�Activity Outline

Review: Why play matters for wellbeing
Worksheet: My Permission to Play Plan
Partner/Small Group Sharing: How we play and why it matters
Optional: Family Connection — share the plan at home

�Materials

My Permission to Play Plan worksheet (PDF)
Pencils, pens, or markers

67 of 70

My Permission to Play Plan worksheet

Student Activity: Print and handout the My Permission to Play Plan worksheet. Start by introducing the activity by saying something like, “Over the last few lessons, we’ve explored different types of play, our play personalities, and how we invite others to play. Today, you’ll design your very own ‘Permission to Play Plan.’ This is like a recipe for joy — a way to make sure you’re bringing playful activities into your daily life, because play is essential for your brain, body, and wellbeing.” Walk students through each section of the worksheet:

Choose 2–3 play activities that bring them joy.
Write when and where they can do them.
Add who, if anyone, they might invite.
Optional: Draw a small picture or symbol for each activity.

Some support notes to make the activity more accessible:

Scaffold for autistic students: Provide visual examples (sports, puzzles, dancing, drawing, Minecraft, etc.) and welcome special interests.
Encourage a mix of structured play (sports, games) and unstructured play (doodling, daydreaming).
Emphasize that plans are personal, valid, and unique — no right or wrong answers.

After students have completed their Permission to Play Plan, have them partner up or get into small groups. Say: “Turn to a partner or small group and share one activity from your Play Plan and why it matters to you. This helps us learn about each other and see how play can look different for everyone.”

Optional Family Connection. Invite students to bring their Play Plan home and share it with family to encourage play beyond the classroom.

68 of 70

My Permission to Play Reflection questions

My Permission to Play Reflection

Which play activity are you most excited to try?
How might play help you �feel more calm, connected or creative this week?

69 of 70

My Permission–What We Learned

My Permission — What We Learned

Play is GOOD for your brain, body, and feelings.
Everyone has their own play style.
Play helps us make friends, feel calm, and have fun.
We can give ourselves permission to play every day.
Even a few minutes of play can make life happier.

Teacher’s Notes: Close by reminding students that play is something kids do for fun and it actually helps our brains, our feelings, and our relationships. We explored different types of play, found our own play personalities, practiced noticing play signals, and even made our own Permission to Play Plans.

The big idea is this: Play is essential and is part of being healthy and happy. Everyone’s play looks different, and that’s a wonderful thing. Let’s give ourselves permission to play! Even a little play can make a big difference in your wellbeing.

Make Permission to Play a Habit!

Consider intentionally designating time (daily or weekly) for play breaks in your classroom. Offer a wide variety of play activities and involve student preferences and input in play breaks. As a class or schoolwide, consider where you might be able to schedule in more play during the school day!

70 of 70

Spreading the Science and Skills of Happiness

Spreading the Science and Skills of

HAPPINESS

We are dedicated to improving the wellbeing of autistic people �and their families, providers, and communities.

proofpositive.org