This article is a presentation of a three-day sequence of lessons that engaged fifth-grade students in an exploration following the activities of scientists. From asking questions and analyzing data, to engaging in scientific modeling, to defending their theories to the scientific (classroom) community, these fifth graders were mirroring how scientists investigate the natural world. This investigation was part of a larger unit exploring Earth's relationship to the Sun, Moon, and other stars. Prior to this length of daylight investigation, students had already explored the causes of day and night (through modeling) and linked it to the changing position of the Sun over the course of a day (tracking shadows).