Using “hands-on” instruction in the science classroom has obvious value for both teachers and students. However, just because a type of instruction does not allow students to physically interact with objects does not mean it is not worthwhile. One method the author has found to be productive and engaging for students uses examples of historical science investigations. The strategy involves a verbal or visual description of an investigation scientists did in the past. This article describes the method, and then provides a sample historical example to illustrate how it works.