Models and modeling are core elements of scientific methods and consequently also are of key importance for the conception and teaching of scientific methodology. The epistemology of models and its transfer and adaption to nature of science education are not, however, simple themes. We present some conceptual units in which school science models are used for exemplifying aspects and issues that we consider crucial for an understanding of models and modelling, such as: the perspectival and conceptual character of models, their mediating, interpretive and predictive function, and the nature and potentialities of theoretical-mathematical models. The models used to exemplify these aspects are some particle models of matter, Newton's two-body planetary model, and models of mechanical oscillations. The units are designed as a NOS education series for teachers and upper high school students, but they could also be used independently. The underlying concept for designing the units is based on teaching scientific methodology explicitly and contextualized in curricular science content.