An evaluation of the national curriculum by practitioners suggests that learning materials across school levels still overlap, are irrelevant to student development phases and competencies required, too challenging for students to learn, too broad in terms of topics, and lacking in depth. This evaluation encourages the needs for special studies regarding the sequence of the materials -- known as a learning continuum -- to be taught to students to fit students' learning development, so that learning becomes more effective. The study aims to develop a biology learning continuum on the biodiversity topic for elementary school (ES) students. In this developmental research, the learning continuum was developed based on (1) the survey results regarding the cognitive ability of the 240 participating teachers, (2) group discussion results considering the stages of student cognitive development, cognitive levels and dimensions of materials, and (3) Biological science curriculum study (BSCS) as the standardized biology learning materials. The study has successfully developed 32 sub-topics in the learning continuum which were transformed into only 31 sub-topics at the cognitive level of C1 and C2, and the cognitive dimensions of fact and concept knowledge. This learning continuum is expected to help the development of a spiral curriculum in ES for more effective learning.