Any thorough pedagogical treatment of the natural landscape of Alberta must include extensive use of Indigenous content in order for students to fully appreciate the interconnected nature of the relationship between Indigenous peoples and the natural environment.  This interdisciplinary unit plan purposefully and mindfully incorporates Indigenous content as a necessary, inquiry-driving element that weaves its way through nearly all aspects of the process of creating a re-naturalized garden area.  From the very outset, with the merging of an exploration of Nose Hill Natural Environment Park’s native flora and a culturally informed and sensitive visit to Nose Hill’s new medicine wheel, students’ curiosity about the relationship between Alberta’s Indigenous peoples and their environment cannot help but be ignited.  Their curiosity and awareness of this essential relationship will serve to drive the rest of this interdisciplinary project’s progress.  Given the fact that no major, sensitive treatment of Indigenous content should be done in a western cultural silo, a key foundational element of this unit plan is the development of an ongoing class relationship with local Indigenous Elders who can provide both information and guidance on how to proceed.  Field trips to Nose Hill Natural Environment Park and Blackfoot Crossing Historical Park act as jumping-off points for student inquiry and research as they design a re-naturalized garden area for their school.  The Blackfoot Crossing educational program Traditional Plants & Their Uses will form an essential starting place for research about what type of native plants to incorporate in their re-naturalized garden area plans - providing students with an engaging, authentic experience to bring back to their school-based work.  This, along with Elder participation, will help to personalize the children’s learning and make real-life connections that will carry forward throughout their school years.  Acknowledgement of the land will be an essential element of the opening ceremony for the garden.  Furthermore, ongoing learning opportunities and community events such as caring for the garden, creating writing tasks, as well as food harvesting and sharing will give students a feeling for the sense of timeless interconnectedness that permeates Indigenous ways of knowing.  The essential cyclical nature and natural systems theory of Indigenous epistemology will subtly be made evident by the children’s continuing stewardship and observational learning related this new re-naturalized garden space that will serve as a valuable Outdoor Learning Commons for years to come.