Biological classification is a foundational topic in junior high school science because it organizes biodiversity knowledge and supports later learning in ecology, evolution, and health. Yet, many students struggle with taxonomic reasoning, dichotomous keys, and the use of observable traits to justify categorization, partly because classroom learning often relies on static images and memorization. At the same time, the rapid diffusion of immersive and social digital environments has made the educational metaverse a realistic option for creating authentic, interactive, and collaborative experiences. This article argues that metaverse-based learning is urgent for the topic of living-things classification in Indonesian junior high schools, and it proposes a practical design framework and implementation model. Using educational design research principles, we synthesize evidence from virtual reality and metaverse literature on presence, embodiment, interactivity, and cognitive-affective learning processes to derive design requirements for conceptually difficult biology content. The results of this study are presented as a metaverse learning blueprint that aligns with inquiry-oriented pedagogy (5E and scientific practices), includes safety and equity considerations, and provides ready-to-use lesson sequences, assessment instruments, and classroom management strategies. We also offer a risk-mitigation approach to manage cognitive load, cybersickness, privacy, and device constraints through pre-briefing, guided exploration, structured collaboration, and post-immersion debriefing. This paper contributes a structured rationale and an implementation-ready model that can be adapted by science teachers and schools while providing a research agenda for rigorous evaluation of learning outcomes, engagement, and digital citizenship in metaverse-based biology instruction.