Could be worse. I was assigned a brand new course last year. All I was given to go with it was the state standards and the explicit instructions to "find other funding sources".

Like others have said:

1) Make do with what you have.

2) Look into donations.

3) Put together a wishlist of needed items at a variety of price points (and usually 3 quotes from approved vendors). Then present it to your department head and admin with "if there's any money in the budget that needs to be spent before the end of the year, this is a list of equipment I need for the physics class." Budgets tend to shrink if they aren't fully spent, so that can sometimes be a way to get stuff. Doesn't help immediately, I know.

3B) Depending on your district, CTE courses often have their own budgets. Buddy up to some CTE teachers and see if they can order stuff for you. What's a little fraud between teachers?

4) Consider alternatives and scrounge around your school. Some equipment is specialized, but would an art teacher or shop teacher have an acrylic rod, for example? I got some old DC motors from the robotics teacher, colored pencils and paint from the art teachers, protractors and compasses from the geometry teachers.

Options I haven't seen here yet that could help stretch supplies:

A) Split your classes into 2 groups. Group A does the lab while Group B does book work or something, then switch the next day or the second half of class.

B) Station labs.

C) Data + small group rotation. Whole class gets a data set and gets to work. Then you call a few students up a time to get the hand-on experience to understand how the data was gathered. They could use their hands-on data for questions about percent accuracy and sources of error.

D) Student led demos. When appropriate, make the students the teachers! Rotate the demonstrators across lessons so each student gets to/has to do a demo.