Electricity: not for the faint of heart!

This thread is really to brag about how I'm such a great teacher. Granted, the electricity lesson I taught today was really great, and the decimals lesson I taught today BOMBED!! (I mean, think about it! It is SOOOO hard to teach a child that 0.1 is THE SAME as 0.10!!! 0.10 LOOKS bigger!! No matter how many times you have them compare pennies to dimes, or 100th blocks to 10th blocks, there will always be the 10 kids who say 0.10 is larger!! GO figure!)

Back to the subject at hand. I am prepared to describe in great detail what we accomplished in 5th grade today!! Kids are great!!
Students sit in a large circle. Each person is given a Styrofoam ball representing an electron. Their hands are atoms, and the circle represents a pathway, or wire, that the electron must travel on.
The teacher positions herself between two students, with the box holding the extra electrons to the teacher’s left. On the box (battery) is a + sign at one end and a – sign at the other end, representing the two ends of a real battery.
With the command of “pass,” students pass the electron to their right with their right hand. At the same time, students receive an electron with their left hand. The teacher takes electrons from the box. The student to the teacher’s left passes electrons into the box. Interject the word “and” between the word “pass” as students move the ball from the left hand to the right, thus being ready to hand the ball to the person on the right with the next command of “pass.” Don't drop the balls. Students can't pass unless they receive at the same time. A person may never have more than one ball in each hand at a time.
Balls can't be passed unless the receiving student is directly to the right of the passing student.
To play, students pass an electron with the command “pass.” They are acting out current electricity. The teacher’s command turns the flow of electricity on and off.
To add a bulb, one person is chosen to represent a light bulb in the line. When he receives an electron, he runs around the desk before passing to the next person in line. The student must then run back around the desk to receive the next electron. After a few times of the student running, ask him how he feels. He should be getting warm. Tell the students that the light bulb offers a resistance to the flow of electrons, and is called a load. Anything that uses electricity is a load. It slows the flow down, so the bulb heats up and lights up.
Introduce a switch by having three students sitting by each other. At the command “off,” move forward so they can't receive or pass electrons. This is called an open switch because the wire has been interrupted. Switch it on again or close the switch so the electrons can flow in a circuit.

I KNOW, I'm SOOOO cool! (if you read that, you're even cooler)

THen, the coolest part was that I gave the students all the materials they would need to create a complete circuit, and they DID! I didn't even tell them how!! It was awesome watching them!! EVERY one of them did it! I was so proud!!

Then, the even better part was afterwards: they ALL came up to me to tell me how that was so cool that they got to play with electricity, and wanted to tell me stories about their uncle's cousin's grandpa who got shocked from a live wire!! Ha ha, I loved it!!