I thought the "Bad Day for Sandy Dalton" activity was really nice! In fact, in college, I took a class called "Physics for Poets" that tried to teach science in a similar way. I enjoyed the class, which is the most important aspect of these kinds of lessons: students really get into the narrative aspect of these problems. Additionally, it makes lessons relevant because something like a car accident is common and relatable.
I also really like the idea of coming back to a single case study during a unit. One way to do this is to frame a recurrent essential question, with a story. For example, in my Literature of Sports and American Culture class we continually return to the Ed O'Bannon's legal suit against the NCAA for profiting off the use of his likeness. By continuing to come back to the case each time we get new information, it requires students to continually re-evaluate their own opinions.
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