The study aimed to measure the effectiveness of teaching by the Woods Model in developing metacognitive skills and academic achievement in science among eighth-grade female students. To achieve the objectives of the study, the study relied on the quasi-experimental approach.. The study sample consisted of eighth-grade female students. At Mehlah School for Basic Education (5-12) in the Wilayat of Dimma and Al-Tai’in in North Al-Sharqiyah Governorate, the number of whom is (50) students, they were divided into two groups, one of which was an experimental group and the number of (25) students was taught the unit (Salts) using the Woods model, and the other was a control group. There are (25) students who were taught using the usual methods. To measure the variables of the study, two tools were used: the metacognitive skills test and the achievement test. The researcher used the statistical package program (SPSS). The results showed that there were statistically significant differences at the significance level (0.05 ≤ α) between the average scores of the experimental and control groups in Post-application of the metacognitive skills test and the achievement test in the (Salts) unit for the benefit of the experimental group. Key words: Woods Moodel, Meyacognitve Skills, Academi Achievment.