Many times students are given the task of keeping a science notebook, but do not fully understand the process or purpose of this endeavour. Science notebooks contain not only data but also questions, predictions, observations, and reflections from their experiences in science. To maximize the effectiveness of the science notebook, teachers must provide scaffolding for students as they learn to write in a science notebook, just as they would for any form of writing. The IMSCI model for scaffolding writing in language arts can be used with a science notebook. IMSCI includes Inquiry, Modeling, Sharing, Collaborative, and Independent phases. To illustrate how the IMSCI model can be used in an early elementary classroom, the authors will describe a six-week unit on insect life cycles completed with first graders at the beginning of the school year. (Contains 5 figures and 1 online resource.)