Electrostatics presents students with conceptually challenging phenomena and models because they arrive to the classroom having strong beliefs thanks to their everyday experiences with electronics, magnets, and prior chemistry courses. In this lesson, I wanted to make the students’ prior knowledge central to the learning experience to use inquiry to both build upon correct knowledge and assimilate new knowledge, while addressing any misconceptions. The framing of the activity was familiar: how do we use balloons to make our hair stand up? Through shared experiences like this, students uncovered the answer to a common misconception present in first-year physics; many students believe uncharged objects can never be attracted to objects with net charge. The recognition of this misconception and the assimilation of prior knowledge and new knowledge situated the purposefulness of inquiry and metacognition. However, many students held the misconception even after the inquiry activity, so I incorporated further hands-on demonstrations and whole-class inquiry. Struggling students were provided an alternative entry point to solidify their understanding of macroscopic charge interactions and master the concept.