Students from marginalized populations may be less likely to engage in science education and form science identities. Thus, science education should include culturally responsive pedagogy to engage students from diverse cultural and ethnic backgrounds and promote science identity in every student (Mhakure and Otulaja 2017). The author is a high school science teacher from rural Montana, teaching a majority-white population with some American Indian students, and developed a weeklong unit for 10th-grade biology students examining the intersection of Indigenous Science and western science. This unit provided many connections to "Next Generation Science Standards" life science performance expectations, practices, and crosscutting concepts, while using culturally responsive pedagogy. The real-world and place-based context of this lesson, along with the two lenses of Indigenous science and western modern science, provided an opportunity for students to consider multiple perspectives while solving problems.