The history of Life on Earth offers a captivating narrative, particularly well-suited for middle school students as they begin to develop formal operational thinking, according to Jean Piaget's theory of genetic epistemology. Reproduction, in particular, presents an opportunity for integrated learning with sexual education within the school curriculum. Here, I propose a learning pathway titled "The Evolution of Love," designed for middle schoolers, which uses ancient Greek terms – eros, storgé, and biophilia – to illustrate the evolution of this concept. Survival and reproduction form the two fundamental pillars of evolution. Reproduction itself results from a series of adaptations that address the challenge of passing genes to the next generation. This challenge is universal across all living species and can be understood as eros, (ἔρως) a form of love directed towards reproduction. Approximately 200 million years ago, the emergence of homeothermic animals, capable of stabilizing their internal environment through temperature regulation, enabled more effective parental care and the evolution of storgé (στοργή). Finally, within the genus Homo, around 2 million years ago, the internal environment of the brain stabilized with the increasing impermeability of the choroid plexuses, giving rise to a new form of love: biophilia (βιοφιλία). Biophilia broadens the care inherent in storgé to encompass other unrelated conspecifics and even members of different species.