Hi Mikayla, I agree that science should always be engaging, thinking about questions that are intriguing enough to pursue.
Doing science together is usally more fun than solo, but not always.
For virtual science consider having young children engage in experiences, not experiments where controls are involved. Children's exploration of materials and natural phenomena is the foundation for "understanding topics and important information that need to be covered in class." Be mindful of what resources children might have in their homes such as:
For explorations of absorption and flow: water, kitchen sink, containers, turkey basters, medicine droppers, and sponges,
For explorations of the needs of living organisms: seeds of any kind including, from the kitchen any that haven't been cooked--beans (dired beans), poppy, seseme, coriander, fennel, caraway, (and garlic bulbs, not seeds), from outdoors--dandelion, oak tree acorns, maple tree.
Invite students and their families to collect materials and share their collection with you and the class to see what others are using while exploring. Also ask children and families to contribute questions they would like to investigate, or have investigated, have children document and share their observations in some way (drawings, writing, photos, videos...), and discuss--what happened when you did that, did you see any evidence of _____, I wonder why...., can you tell me why you think that, what else can you/we try..., and after exploring for sevearl hours/class periods/days read aloud books that relate to the explorations to stimulate further thinking about their observations, or create a class book/pdf about the explored phenomenon with children's art/photography and writing/dictation.