A quick look at the Native American academic achievement gap illustrates Native American students are more likely to live in areas of poverty, less likely to graduate from high school, and less likely to go on to college (Annie E. Casey Foundation 2017; 2018). The Next Generation Science Standards and others recommend that teachers trained in culturally relevant instruction are key to improved academics (Aikenhead and Lima 2009; Ninneman, Deaton, and Francis-Begay 2017; Pewewardy 2002). Unfortunately, the majority of non-Native teachers do not teach their Native American students in a culturally relevant manner (Ninneman, Deaton, and Francis-Begay 2017). There are simple strategies that allow seasoned as well as early career teachers to teach culturally relevant science to their Native American students. This article shares a lesson vignette in which one kindergarten teacher demonstrates how a few simple changes to a 5E science lesson builds bridges to science understanding for Native American kindergarteners. The lesson encourages students to use the Crosscutting Concept (CCC) of patterns to determine what plants need to survive. Cultural strategies used in this lesson include showing respect for community and culture experts, language, Native stories, and learning styles.