Metamodeling ideas move beyond using a model to solve a problem to consider the nature and purpose of a model, such as reasoning about a model's empirical basis and understanding why and how a model might change or be replaced. Given that chemistry relies heavily on the use of models to describe particulate-level phenomena, developing sophisticated ideas about models reflects a critical competency for undergraduate students in chemistry courses. Here we describe a set of collaborative learning activities developed using the design criteria for process oriented guided inquiry learning. The activities were designed to use general chemistry topics as a context to engage students in the metamodeling ideas: model changeability, model multiplicity, evaluation of models, and process of modeling. In addition to learning relevant content (gas laws, nuclear chemistry, orbitals, colligative properties, equilibrium, chemical kinetics), each activity provides opportunities to reason about the nature of models, including mathematical models such as equations and graphs. As a practical consideration, the complete activities and instructor guides are provided as editable files.