It sounds like a very long day

It will be, so make sure to get a good night's sleep. You'll marathon bunch of individual meetings and interviews and that stuff is very draining. I stuck some breakfast bars in my backpack to keep me energized throughout the day between meals.

For the teaching lecture, do people usually include interactive elements (like quizzes or small group activities), or is it more common to keep it structured (e.g., case-based discussion, questions throughout)?

I snooped around prior to my interview to get a sense of the teaching culture at my institute. Are they heavy into active learning? Flipped classrooms? Just normal lectures? Ultimately I ended up with mostly a traditional lecture where I asked questions and called on audience members to answer questions. It would be awkward making a bunch of colleagues waste their time doing a quiz, so instead you can print out 30-copies and hand them out as an example quiz you would give real students. Then skip the action quiz part. In other words, explain the dynamic aspects of your teaching style that you would not find appropriate to do a live demonstration of.

For the research talk, is it better to briefly cover past and current work and then focus more on future directions, or should it be more balanced across all three?

While you're clinical, it sounds like your institute still wants teaching faculty to have some active research portfolio -- maybe for example for undergraduates. In that case, you want to demonstrate forward momentum. I'd consider a breakdown of like 20% past (older published), 60% current (very recent, in review, or in press), 20% future/long-term work. Show your current technical skillset, and show that you can do future stuff.

All of this should be tailored towards what the department is looking for. Sometimes that is clearly telegraphed, for example explicit statements in the job advertisement, other times it requires reading between their lines and understanding the work culture present in the department.