Thanksgiving Motor Stations / Sensory Pathways

THANKSGIVING MOTOR STATIONS: These are the visuals and activities you need for a Thanksgiving motor stations for brain break stations or motor room activities! This focuses on Thanksgiving activities such as FOOD, turkeys, scarecrows, pilgrims and more!

Pages 5-12 are focused on specific action (ie: stand like the scarecrow, walk in place like the turkey, flap your wins like the turkey etc)

Pages 15-29 : include interactive pieces. For example, “Bring the food the oven”. Students bring the pieces over to “put in the oven”. There is also one “bringing the food to the table”, “setting a placemat”, “bring the supplies to the children making crafts”, and ”bring the pies to the counter” Although it is just these sets, these include multiple pages to print to cut out and differentiated for using a scooter board and not using this equipment. Children can animal walk to bring the pieces over. For each of these activities, you can separate the pieces to make one pile of pieces and then the finished picture on the other side.

Pages 31-48: balance activities. These are pages that you can use for a balance board or having students stand on one foot to count the objects.

These stations can also help to support self regulation by teaching students exercises that can be performed when feeling heightened. In addition, this is perfect for working on core strength and balance.

This is perfect for a WHOLE class break, small group or individual students or to supplement sensory pathways! Please only download if you understand these instructions.

This engages students in different sensory motor strategies. This is perfect for general education students but also students with Autism spectrum disorder, ADHD, ADD, sensory processing disorder, and other special needs. This can be used with general education, RTI, MTSS, special education, occupational therapy, speech language pathology, and social work.

This supports core strength, crossing midline, coordination, gross motor, and motor planning.

I am a school occupational therapist who has a doctorate in occupational therapy. I work closely with special education and general education staff adapting material. This is where I get my inspiration for this material.

DISCLAIMER: By using this, you agree that this activity is not intended to replace the advice of a physician or occupational therapist. Information provided should not be used for diagnostic or training purposes. Please speak with your physician or OT if you have questions. Stop any activity if you are unsure about a child’s reaction or ability.