Science teachers in culturally diverse classrooms need support to plan and enact an inclusive relationship between the epistemology of science and traditional epistemologies. Two Intercultural Teaching Practices for Science Education (ITPSE) potentially solve this problem. The ITPSE are teaching supports that embody the 'epistemological bridge'. The epistemological bridge is a didactic process through which teachers engage students in producing explanations of a phenomenon from different epistemologies. This study aims to discuss the design of the ITPSE using evidence of how a high school teacher uses them. The method is Design-Based Research to inform the ITPSE empirically. The analysis consists of a suite of a priori categories and identifying teacher performance patterns. Results reveal the need to redesign the ITPSE to support teachers in better connecting the content to the students' learning output. Therefore, the ITPSE redesign includes an auxiliary framework and a new task.