1) My unit plan is for kindergarten students about economics topics. In this unit, students learn how people make financial decisions, wants versus needs, costs and benefits, and sharing and taking turns. One specific learning goal for students is "I can describe the difference between a want and a need." This connects with students' context for learning because they interact with products in their lives every day. I would assess this concept by providing an activity where students are given photos of needs, such as food and water, and wants, such as games and toys, and are tasked with sorting the photos into the correct category. This goal connects to language demands, such as form because of its rigorous vocabulary, receptive domains because of the various signs and symbols related to economic vocabulary, productive domains because students use learned vocabulary in new situations, and function because students are encouraged to use economic literacy vocabulary to build a strong personal finance identity. This unit plan is cognitively demanding for students and involves remembering, recognizing, understanding, explaining, applying, and analyzing. This unit plan also refers to the Colorado Academic Standards for kindergarten social studies.

2) The most important thing I need to consider about unit planning is how to introduce domain-specific vocabulary to kindergarten students. Many students may have background knowledge of terms such as "money" but are unfamiliar with more advanced terms, such as "resources" or "income."

3) This connects to lesson planning because you need to ensure that the vocabulary words you teach align with the learning goal. Students should be introduced to new vocabulary with purpose, making practice of its use with each lesson. In other words, what should students be able to do with language at the end of the unit?