Elementary students learn best when they make observations about perplexing natural phenomena, ask questions about what they observed, and pursue answers to their own questions through engagement in science practice. However, facilitating such learning experiences can be challenging for novice instructors. In this unit, pre-service elementary teachers (PSETs) make observations of the super blood wolf moon (SBWM) phenomenon and use those observations to develop questions and answer them through their development of model-based explanations of the SBWM, as well as creative exploration of the potential for indigenous storytelling and "two-eyed seeing" to enhance their conception of the celestial phenomenon. Then, the PSETs evaluate a meteorologist's attempt to explain the SBWM phenomenon. Finally, the PSETs consider the lesson in which they just engaged and use the science practice, nature of science, and cross-cutting concepts matrices to identify and label each instance in which where they engaged in a grade level-specific practice, nature of science aspect, and cross-cutting concept. Upon completion of the unit, PSETs had effectively leveraged Western and Native science practices to account for the various facets of the SBWM while gaining familiarity with the different dimensions of contemporary science instruction.