This article presents an analysis of environmental science curriculum materials to interrogate and reveal settler moves to innocence (Tuck & Yang, 2012) by analyzing the language used to describe concepts and events that invisiblize Indigenous knowledge and hide settler colonial logics. Using Decolonization is not a metaphor (Tuck & Yang, 2012) and "apart from" ontologies (Medin & Bang, 2014), the author (re)stories content presented in environmental science materials to center Indigenous knowledge and Land education practices. The utility of (re)storying content to center Indigenous Land education practices helps dismantle settler colonial perspectives and gives educators tools that can be used to implement Land-based pedagogies.