I use PhET already. I'm working with my district to gain access to Pivot Interactives. My district's LMS is Google Classroom, while our SIS is Q (Aequitas).
I have never used Flipgrid, Padlet (or Wakelet), EdPuzzle, Quizizz, Socrative, Screencastify or Screencast-o-matic, Loom, Zoom, Peardeck, Jamboard, Desmos, Edulastic, Flippity, or any other must-have tool that is explained in a video that features a noodling xylophone over a strummed ukulele while a narrator announces, "This ... is <ProductName>. The tool that lets you <do the thing you didn't even know was critical to your instruction program, but is—especially now in distance learning>". If a personal favorite of yours is in that list, you may be tempted to cast me as a luddite.
There is no shortage of webinars of experts who have been using these tools for years, where importance of Bitmoji is made unambiguous, as is the value of carefully curating of your virtual Zoom background.
At the virtual AAPT Summer Meeting 2020, the phone app, Phyphox, caught my eye (thanks to Susan Johnston's presentation). Like Google's Science Journal app, it leverages a phone's many sensors.
In addition to the activities available from Phyphox, Lawrence Livermore National Laboratory has prepared a series of physics distance learning lessons. I already had the app on my phone, but I was compelled to open it and play around on my own.
As with so many things in the realm of Distance Learning, there is a question as to whether it's appropriate to assume our students have access to a smartphone.
I'm not going to be able to construct a new and better version of the curriculum I've been honing for over 30 years in the snap of a finger. Or at all. If things work out, we'll be back to face-to-face instruction by ... 2022 is my prognostication. Maybe even Fall, 2021. For now, we're going to do our best with the situation we're in.