This work represents an example of learning path on gems aimed at providing a structured, progressive experience for learners to acquire specific skills and fundamental knowledge of biology. The laboratory methodology is based on a phenomenological-inductive approach that involved learners in practical and reflective activities. This approach helps learners to achieve solid knowledge, which are consistent to the cognitive structures of pre-adolescents. Gems also provide an example of biological transformation that students can directly observe and experience, inferring its importance.