The current study aimed to investigate the effectiveness of teaching biology using Appleton model in developing cognitive depth and productive thinking among tenth grade female students in the Sultanate of Oman. The study adopted the quasiexperimental approach based on the design of the experimental and control groups. The study sample consisted of (70) female students in 10th grade in a school in Barka state in South Al Batinah Governorate. This sample included an experimental group of (35) female students, to whom the “Transport (transportation) in Mammals” unit was taught using the Appleton model. The study sample included a control group of (35) female students, who studied the same unit using the prevailing method. To achieve the objectives of the study, a teacher guide was prepared based on the Appleton model, and its validity was verified by presenting it to arbitrators. The study tools included the cognitive depth test and the productive thinking test, the validity of which was verified by presenting it to arbitrators and calculating their internal consistency using the Cronbach alpha coefficient, where its value reached (0.845-0.848), respectively. The statistical analysis of the results of the post-application of the study tools, using arithmetic means, standard deviations, eta square to calculate the effect size, and the Pearson correlation coefficient, showed that there was a statistically significant difference at the level of significance (0.05≥ α) between the average scores of the experimental group and the control group in the tests of cognitive depth and productive thinking. In favor of the experimental group. The study also revealed the existence of a statistically significant direct correlation at the level (0.05≥ α) between the average scores of the experimental group in the tests of cognitive depth and productive thinking. In light of these results: It is recommended that science teachers should be trained to involve the Appleton model in teaching; To develop the levels of cognitive depth and productive thinking among students, and to urge science teachers to pay attention to developing the levels of cognitive depth and productive thinking skills during teaching. The study also recommended conducting more studies to verify the effect of the Appleton model on other aspects.