1) Disequilibrium: Amy gets confused because in the past, when her grandfather died, she knew that he went away to heaven and didn't come back and the fish is still here. It's inconsistent with her schema about death.
Assimilation: Amy and Lucy try to relate what they already to know to death by asking questions like "do you have to eat in heaven" and "do you have to go potty in heaven". They conclude that you would have to eat in heaven otherwise you would be hungry. This shows assimilation.
2) Amy shows egocentrism when Lucy asks "do you have to go potty in heaven?". Amy replies "of course not silly!" with her hands on her hips and rolls her eyes. She is showing egocentrism because she thinks that Lucy should see things from her point of view. She assumes that Lucy already shares her knowledge and feelings about it.
3)Ask questions to find out what the girls already know about death and build on that like scaffolding. Break it down into language that they can understand. Encourage them to think out loud as they process the concept of death.
4) Taking care of a class pet would help a students cognitive abilities because they have to plan ahead and remember to feed and take care of the pet everyday. It gives them responsibility and they learn to think of not just themselves.
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