In this research, we aimed to develop a lesson design with teaching strategies that incorporate a model of collaborative knowledge building in an elementary school science class. As a teaching strategy of collaborative interactions, Gillies (2014) pointed out teachers’ dialogic skills, which are comprised of Dialogic Talk, Accountable Talk, Exploratory Talk, and Dialogic Teaching. We verified the relationship between teachers’ dialogic skills and the phase shift in the collaborative knowledge building model (Stahl, 2000). The lesson we practiced was a unit of elementary school grade 3 science called “Properties of Light”. A teaching strategy of interactive learning was taken up in the phase formation and transition of the collaborative knowledge building model, and from the results it became clear that the interactive learning teaching strategy was effective for collaborative knowledge building.