For many years I taught summer programs for AP Biology Teachers and we always used to incorporate Upward Bound students both as enrichment for the students and as a way for teachers to do trial runs of the lesson plans they were developing (marine biotechnology and bioinformatics). I did not use iNat because we were focusing on the dynamics of a single cryptic invasion, the Mytilus edulis complex in California, but we used a similar mix of technology and field work, along with wet lab work. I am also an experienced user of iNat, both identifying and observing.
Last Fall I developed a Google Presentation https://docs.google.com/presentation/d/1b1q7qc0UEnBK5ChSJHaW97fdS04R7P6toSf75AmMTLo/edit?usp=sharing for instructors thinking about using iNat with college and high school students.
Since the instructors are for different courses teaching a wide range of students the idea behind the presentation was to use it as a guide and inspiration for their own presentations to students. Perhaps you will find it useful.
My main advice is to go slow, provide lots of instruction, and do a bunch of observations together in the beginning and gradually build up in a very structured way to a bioblitz fieldtrip only when they already have had a lot of practice with the technology and have learned a little about taxonomy. From what I hear and see, turning high school or lower division students loose to “get out in nature and take photos of living things” backfires, becomes very boring and unsatisfying for the students.
The presentation covers how to make good observations, a bit on how the iNat community functions, the difference between the web version and the app, the powerful GIS and biodiversity aspects, and the project possibilities. It’s not a deep dive into any of those.