The following educational scenario "Plants in Our Lives" shows the use of differentiated teaching techniques and digital learning objects in 6 to 9 year-old children. This is a scenario based on the 'Living Organisms' section of the 'Natural Sciences' learning area for the Early Childhood School (EC Curriculum 2011, pp. 81- 97). Knowledge areas involved: * Natural Sciences * Information and communication technologies * Language * Mathematics * Education for the environment and sustainable development The script is authenticated on the differentiated teaching techniques that it uses, as far as the very carefully organised objectives and evaluation of the scenario and students (Smyrera, 2007: 31), and its attractive activities planning (Gliau, 2012: 7). Mostly, originality depends on the choice of digital learning objects that run activities and assist in achievement of the objectives. The scenario applies to kindergarten students but is also appropriate for students 6-9 years of age. Concerning the scenario's pedagogical and scientific approach, one can say that it is followed by the social construction of knowledge with the contribution of ICT. Students are intrigued by discoverable and dynamic ways of learning (Cohen, & Elias, 2011) through differentiating pedagogy: based on their readiness, interests and learning profile, the learner engages them in interactive processes of sharing and achieving knowledge. From this point of view, the scenario follows the Socio-cultural model (Good, 2006: 9-10). Collaborative guided discovery, declining guidance and exploratory-discovery learning are suggested as a teaching model, with the intense use of digital learning objects that facilitate learning in fields such as the Sciences Of Nature (Bosniadou, 2006b). Above all, "Differentiated pedagogy" offers us the following abilities: * Adapt the teaching, to avoid the risk of teaching failure * Flexible grouping * Continuous evaluation * Active involvement of students * Student-centered profile in teaching * A solid basis (and not just a stage) in boosting eligibility for all students (Watts- Taffe et al, 2013). The teacher keeps Vygotsky's theory of the "zone of impending development" and facilitates, coordinates, guides the learning process. The scenario is compatible with the curriculum and the teaching and learning principles of the Greek pre-school (IEP, 2012). Interactivity is a primary objective between learners and educational material in an ICT integrated learning environment so as to enhance the active engagement of students in learning processes. The scenario includes sources of information and works for the area "Experiential Actions and Research -- Project" that gives students opportunities to develop the appropriate attitudes and social, self-learning, meta-cognitive and methodological skills required by self-regulated learning ("learning how to learn"). Children are actively participating in learning by linking information with their individual and collective experience, but also with broader social issues. The proposed digital scenario aims to inspire, foster motivation and enhance creativity in student groups so that Science will become attractive to young students. Differentiated instruction is a way to combine the specific cognitive fields with each student's level of understanding and promoting equality in education. Analytically, Science utilizes an exploratory approach to build experiences and problems, as there is an interest in understanding how scientific knowledge is the result of social practices and is governed by rules and procedures. In the Greek lesson, students understand and produce their own oral speech (present their work in class and argue), design their own texts (poems, songs, stories) so that they can be effective within the communicative use of language. Students experience language as a carrier of ideological and cultural meanings in the context of the sociocultural approach to knowledge. In Mathematics students are helped to adopt a way of thinking that utilizes features of mathematical science. They organise mathematical actions such as searching for relationships, connections, similarities, ways of dealing with situations, drawing conclusions, assumptions and predictions, in order to gain a deeper understanding of the value of plants as part of a natural balance. In Education for Sustainable Development it is aimed to adopt positive attitudes and values with issues related to plant conservation, and in particular, to help children instil a sense of 'belonging' to the environment. Humans are a part of the natural balance between the respect for the environment and the respect to oneself. In ICT students use various digital sources and tools as 'objects to think about' (Papert, 1980: 207). ICT runs all the preschool's learning areas (Zevenbergen, 2007), as they are combined with other media or materials each time and it is mainly the teacher who chooses the learning objects for their students. In the present scenario, the added value of technology lies in contacting children with material of various forms such as photos, videos, virtual tours of distant places, sounds, digital games and articles, while digital tools emotionally arouse interest, evaluate skills and encourage speech production and teamwork. [ABSTRACT FROM AUTHOR]