both: ♪ If you're a kid
with powers ♪
♪ Then where's
the place to be? ♪
♪ You belong
at Hero Elementary ♪
♪ If you have super strength ♪
♪ And can lift
a ton or three ♪
♪ You belong
at Hero Elementary ♪
man: ♪ If your power
lets you fly ♪
- ♪ You're like me,
Lucita Sky ♪
woman: ♪ Like to help out
when there's trouble? ♪
- ♪ Oh, you bet,
I'm Benny Bubbles! ♪
man:
♪ Teleport in no time flat? ♪
- ♪ Sara Snap can,
just like that! ♪
woman: ♪ Use super tools
to save the day? ♪
- ♪ Like AJ Gadgets,
I'm on my way! ♪
both:
♪ How do they save the day? ♪
all: ♪ Well,
the scientific fact is ♪
♪ They use
all kinds of powers ♪
♪ They just need
a little more ♪
man: Practice!
both: ♪ If you're
a future hero ♪
♪ Come and you will see ♪
♪ You belong
at Hero Elementary ♪
all: ♪ We all belong
at Hero Elementary ♪
- It was a busy morning.
My class had
just finished writing
about their favorite heroes,
when our littlest hero
started to speak up.
- [squeaking]
[squeaks]
- Hmm, sounds like Fur Blur's
trying to tell us something.
- Yeah, what is it, girl?
- [squeaks]
- You wanna come out
of your cage?
Mm.
- Too bad Fur Blur can't just
tell us what she wants.
You know, instead of squeaking?
- [gasps]
Sara, you just gave me an idea
for a new gadget!
[upbeat music]
Aha!
I'll need this, and this,
oh, and these.
- What kind of gadget
do you have in mind, AJ?
- I'll show you.
Thought projecting.
I'll use these pieces
to make a little helmet
that Fur Blur can wear
on her head.
This gadget should turn
her squeaking into speaking.
- No way!
- Wow!
- Cool.
- Oh, you hear that,
you little cutie?
We'll finally know
what your squeaks mean.
- Ah, but squeaking isn't
the same as using words.
Hamsters don't communicate
the way people do.
- Communicate?
- Ah, talk
or share information.
People communicate
in many different ways,
just not the same way
animals do.
- We'll see if my gadget works.
Now I just need some tools.
- I have some in my closet.
Aah!
♪ ♪
- [laughs]
We'll help you look.
[mysterious music]
- [squeaks]
♪ ♪
- [whistles]
- [squeaks]
- [whistles]
Huh?
Ah.
What's that?
Hey, you ever see anything
like this, Amazing Memory Kid?
[beeping]
- Aw.
[laughs]
Not that I can remember.
Can I keep it?
- Uh, sure, why not?
- [laughs]
Thanks.
- [whistles]
- Aha!
These tools will do.
Now to put my gadget together.
- [squeaks]
- [laughs]
Aw, I know.
- [squeaking]
- We're excited too,
you little cutie.
- [sighs]
- Presenting
the Squeak 'n Speak.
This should be able to turn
Fur Blur's squeaking
into speaking.
- [grunts]
Well, let's test it out
and see.
- Ready, Fur Blur?
- [squeaking]
- [laughs]
Looks like she can't wait
to talk to the whole school.
- [squeaks]
- There.
Powering up.
Now all you have to do is touch
the helmet to make it work.
Then Fur Blur will go
from squeaking to speaking.
Give it a try, Mr. Sparks.
- Okay.
[zapping]
- Did it work?
- Say something, Fur Blur.
[dramatic music]
- [clears throat]
[squeaks]
- Aw, why didn't it work,
Mr. Sparks?
- [squeaking]
- Oh, no, Mr. Sparks
went from speaking
to squeaking!
- [squeaking frantically]
- AJ, what happened?
- I don't know.
Let me check my design.
Thought projecting!
Let's see.
I put together the helmet,
the antennas, the chin strap,
and oh, I forgot a piece!
- So without
that little round thingy,
this gadget makes people
squeak like hamsters?
- [sighs] I guess so,
but I can fix it.
Where is that little
round piece anyway?
- [squeaks]
- [gasps]
Oh, no!
It's missing!
- [squeaking]
- I think Fur Blur's still
trying to tell us something.
- But we still can't understand
her squeaks.
- Mr. Sparks, can you tell us
what she's saying
since you squeak too?
- [squeaking]
- Remember what
Mr. Sparks said?
Animals don't communicate
the same way people do.
- [squeaks]
[squeaking]
- Team, I think Fur Blur
wants us to follow her.
Maybe she knows where
the missing piece went.
- If we can find it, I think
I can un-squeak Mr. Sparks.
- [squeaking happily]
- Hmm, sounds like
he's trying to say,
"Who's the crew
who knows what to do?"
all: Sparks' Crew
to the Rescue!
[exciting music]
♪ ♪
[wooshes]
♪ ♪
[wooshes]
- [squeaking]
- Well, hi there, Fur Blur!
Aah!
[zaps]
[wooshes]
- Look!
Oh, there she is!
- Mr. Whistle, we're looking
for a little round thingy.
Have you seen it?
- [squeaking]
- Oh, no, did you touch
Fur Blur's helmet?
- [squeaks]
- You did!
The Squeak 'n Speak
strikes again.
- So do you have
the little round thingy?
- [squeaking sadly]
- Oh, you don't.
- Oh, how can we know what
happened to the missing piece
if we can't understand
Mr. Whistle?
- Don't worry, AJ.
I'm sure we can figure it out
if we use our...
all: Superpowers of Science!
- Let's start by getting
some information.
Mr. Sparks said
people communicate
in lots of different ways!
- So maybe we just have to
figure out a way Mr. Whistle
can give us some information
without talking.
- Hmm, when asked Mr. Whistle
if he's seen the little round
thingy, he nodded his head.
We knew that meant yes.
- And when we asked
if he had it,
he shook his head.
We knew that meant no.
- Hey, yeah.
He moved his body
to communicate!
- Mr. Whistle,
can you show us what happened
to the little round thingy?
- [squeaking]
- You gave it to someone?
Who?
- [squeaking]
- I think he's trying
to show us blinking lights,
and who wears a helmet
like that?
all: Amazing Memory Kid!
- [squeaks happily]
- [squeaks]
[squeaking]
- I think Fur Blur knows
where Amazing Memory Kid went.
- Aw, good girl, Fur Bl--
[zapping]
[squeaks]
- Not you too!
- [squeaking]
- Oh, no!
I better take
that Squeak 'n Speak
off Fur Blur before it zaps
the whole school.
- Too late!
She's already off to find
Amazing Memory Kid.
- Follow that hamster!
[whooshes]
- [squeaks]
♪ ♪
[whooshes]
- Whoa!
♪ ♪
- [squeaks]
[whooshes]
- [squeaking]
- Wait, don't touch--
[zapping]
[whooshes]
Fur Blur.
- Shh.
- [squeaks]
- [whispering] Sorry,
Amazing Memory Kid.
- [whispering]
I think I can un-squeak you.
I just need something
Mr. Whistle gave you.
- It's a little round thingy.
Do you have it?
- [squeaking sadly]
- [whispering] No?
You gave it to someone?
Who?
- [gasps]
Squeak!
[squeaks]
- [gasps]
Hey, yeah.
We can share information
by writing.
Can you write down
who you gave it to?
- [squeaks happily]
[warm music]
- "Rubber Band Robbie."
- So where is
Rubber Band Robbie?
- [squeaking]
- Sorry, Fur Blur,
we're not going anywhere
until I take that
Squeak 'n Speak off your head.
- [gasps] But if you touch it,
it's squeakers for you.
- Not if I use my Arm-o-matic.
Yeah!
I got it!
- Shh!
- [gasps]
[zapping]
- [squeaks]
- Oh, no!
You too?
- [squeaks sadly]
- I'm turning this off.
Now, let's go find
Rubber Band Robbie.
- [squeaks]
♪ ♪
[whooshes]
♪ ♪
[whooshes]
- There he is.
In the wind tunnel!
- [gasps]
Look at what he's holding.
AJ and Sara: Robbie!
Lucita and Benny: [squeaks]
[whooshes]
- [squeaking]
- Robbie, we need
that little round thingy!
[playful music]
Aah!
[dramatic music]
- Did anyone see where it went?
- [squeaks happily]
- I think Lucita's
trying to communicate with us
by making noise.
- [squeaks]
- The little round thingy
went in the foam pit?
- [squeaks]
- How are we going
to find that in there?
- [squeaking]
[exciting music]
[whooshing]
Whoo-hoo!
♪ ♪
- [squeaks]
- Whoo-hoo!
- [squeaks]
- Yeah, you go!
[triumphant music]
Now the Squeak 'n Speak
should work right.
Ready for un-squeaking?
- [squeaks happily]
[zapping]
- Did it work?
- Let's see.
[gasps]
It worked!
- [laughs]
My voice is back!
- All right!
- Awesome!
Come on, we've got
more un-squeaking to do.
[exciting music]
[zapping]
- Testing!
Oh, ha, ha!
I can speak again.
- Now it's your turn, Fur Blur.
Are you finally ready to go
from squeaking to speaking?
- [squeaks]
[zapping]
- Huh?
What happened?
She's not speaking.
- Uh, can you squeak?
[downbeat music]
- Oh, no, now Fur Blur
can't speak or squeak.
- But she needs her squeaks.
It's how she gets
our attention
or lets us know
when she wants something.
- [gasps] It's how
she communicates.
- So squeaking can't be turned
into speaking after all.
I guess animals
really do communicate
in different ways than people.
- Sí.
Now, do you know how to give
Fur Blur her squeak back?
- I sure do.
[suspenseful music]
[zapping]
- [squeaking]
- Yeah!
- Yay, success!
- [laughs]
- [cheers]
[triumphant music]
- Oh, come on, team.
We still need to un-squeak
Mr. Whistle
and Amazing Memory Kid.
- And so my young heroes
discovered
it isn't easy being squeaky,
but there are many different
ways to communicate.
all: ♪ We all belong
at Hero Elementary ♪
- My students were getting
ready for what they thought
was an ordinary day
at Hero Elementary,
but soon, they would be
singing a new tune.
- What kind of hero training
are we doing today, Mr. Sparks?
- No training.
Today, we have
a wonderful surprise.
There's going to be
a very special
Hero Elementary contest!
- All right!
- Yes, awesome!
- Whoo-hoo!
- Yes!
I always love contests
with the other classes.
Maybe this time we'll win.
- [gasps]
What kind of contest is it?
- A very exciting kind.
Each class is going to make
their own hero theme song!
- Really?
- Oh, wow!
- Yay!
- Lots of heroes have
their own theme song, you know?
- My favorite
is Arctic Chill's theme song.
all: ♪ Arctic Chill, Arctic
Chill, Artic, Artic, Chill ♪
♪ Artic Chill, Arctic Chill ♪
♪ Artic, Artic, Chill! ♪
- That theme song is simple,
but it's catchy.
- And the class with
the winning theme song
will get this beautiful trophy.
- Whoa!
- Ooh!
- Whoa-ho-ho!
Now I really want us
to win this contest.
- So what do you all think
the Sparks' Crew theme song
should be?
- Well, most theme songs tell
you something about the hero,
who they are, and what they do.
- Yeah, like Arctic Chill's
theme song
tells you his name
is Arctic Chill,
and he's from the Arctic,
and he chills things.
[laughter]
- Right.
- So what should our theme song
say about us?
- I'm sure
you'll figure it out.
After all, who's the crew
who knows what to do?
[exciting music]
all: Sparks' Crew
to the rescue!
- Wait, that's it!
That should be our theme song!
Who's the crew
who knows what to do?
Sparks' Crew to the rescue.
- Oh, yeah!
- It's perfect!
- It does say who we are
and what we do.
- Those are great words
for your theme song.
- Now we should figure out
how we wanna sing the words.
You know, give them some sounds
that go high and low.
- Ah, yes, sounds that have
a different pitch.
- Huh?
- Pitch?
- Sí.
Pitch is how high or how low
a sound is.
In songs, there can be very
high pitched sounds...
- [high pitched squeaks]
- Or very low pitched sounds.
- [low pitched squeaks]
- Or sounds that are
anywhere in between.
- [squeaks]
- Like that.
Thank you, Fur Blur.
High and low pitches make
the sounds different,
and different sounds
make music interesting
and fun to listen to.
- So let's add
some high pitched sounds
and low pitched sounds
to our song.
- Ooh, ooh,
how about something like this?
♪ Who's the crew
who knows what to do? ♪
♪ Sparks' Crew to the rescue ♪
- All right!
- Yeah!
- Perfect!
- Your theme song
is really coming together.
- Now we all need is some music
to go with our singing.
- All great hero theme songs
do have music.
- Ooh, we can make
our own music
with instruments from
the music room.
- Yes, to the music room!
all: To the music room!
[whooshes]
[exciting music]
[whooshes]
[whooshes]
- [gasps]
Oh, no!
- Uh-oh!
They're all taking instruments.
- I guess the other classes
had the same idea.
[whooshes]
♪ ♪
[whooshes]
- Oh, no.
- Aw, all the instruments
are gone.
- We're too late.
- How are we gonna make music
for our theme song now?
- That is a very good question,
and every answer
starts with a question.
- So we just have to figure out
the answer to this problem.
- And I know how
we always figure things out.
By using our...
all: Superpowers of Science!
- Let's start by asking
some more questions.
- Here's one:
is there anything else
we can use to make music
besides instruments?
all: Hmm...
- [gasps]
Oh, oh, what about this?
[clanking]
- Hm, not bad,
but it just makes
one sound.
We need sounds
with different pitches.
- Ah, hear that?
Let's check it out.
Vamos.
[offkey music]
- Ah, ha, ha,
sounds like Team Tornado hasn't
figured out their song yet.
- But did you notice?
Freeze Louise is making
different pitches
using a stick.
- You're right!
- So maybe we could tap
on different things
to make different pitches.
- We need those pencils.
[whooshes]
[whooshes]
Got 'em.
Hmm...
Aha!
[concentration music]
Think we can make some music
by tapping on
these recycling bins?
- Ooh, test it out.
- Okay.
[low pitched thumps]
- [gasps]
Oops, good thing I have extras.
Let's try this again.
- But gentle this time.
- Right.
I can do gentle.
[low pitched thumps]
Hmm.
Now let's see if
we can make different pitches.
[low pitched thumping]
- They all make the same sound.
- Well, then we'll just have
to find other things
that make different pitches.
Everyone, take a pencil.
[hopeful music]
- What's the plan?
- We investigate.
We'll tap these pencils
on different things
to hear if they can make
pitches that are high
and low.
- Okay, team, let's split up
and investigate!
[whooshes]
[exciting investigative music]
- And so,
my students all pitched in
to search
for different pitches.
[low pitched thumping]
- Hmm, same pitch.
[low pitched thumping]
- Same pitch.
[low pitched thumping]
- Same pitch.
[whooshes]
[low pitched thumping]
- Same pitch.
Aw, we've got to win
this contest.
Now what else can I tap on?
[clanking]
[clanking]
[low pitched thumps]
[low pitched dings]
- Ah!
I like that sound.
- [squeaks]
- Let me try this other glass.
[low pitched dings]
Aw, same pitch.
- Excuse me, I'm a bit thirsty.
[sighs]
You were saying?
- Just that these glasses
make the same sound.
See?
[low pitched ding]
[high pitched ding]
Whoa, the sound changed!
It has a higher pitch now.
- [squeaks]
- So it does.
- They both used
to sound like this.
[low pitched dings]
But now compare it to this one.
[high pitched dinging]
The pitch is higher.
- Why do you think that is?
- I don't know.
It's the same glass,
the same pencil.
Nothing changed.
- Hmm, oh, sorry,
I'm still a little bit thirsty.
[sighs]
- Hmm.
[higher pitched ding]
Wait a minute.
Now the pitch is even higher.
It happened
after you took a drink.
- Good observation!
- It must have something
to do with the water.
[beeps]
Team, I'm in the kitchen.
There's something
I have to show you.
- On our way, Sara!
- Okay, check this out.
[low pitched dings]
[high pitched dings]
- [gasps]
Different pitches!
- But now watch this!
[high pitched dings]
[lower pitched dings]
- Whoa!
- The pitch changed!
It's lower.
[low pitched dings]
- It changed again!
The pitch is even lower.
- Why does that happen?
- I think I have an idea.
Thought projecting!
Remember when Freeze Louise
hit the smaller bars,
she made high pitched sounds,
but when she hit
the bigger bars,
she made lower pitched sounds.
- And look!
The bigger bars
have more metal!
So more metal
makes the pitch change.
- Exactamente!
- And with these glasses,
more water makes
the pitch change.
- The more water,
the lower the pitch!
- Aw, you know what this means?
We can make exactly the pitches
we need for our theme song.
- Just by changing
how much water's in each glass.
- Whoo-hoo!
This is gonna make
our theme song so good!
- Maybe even good enough
to win the contest.
All right, everyone,
let's get to work!
[laughter]
Okay.
[clears throat]
♪ Who's the crew... ♪
[low pitched dinging]
- Hmm.
- Hmm.
Too high.
- ♪ Who's the crew... ♪
[mimics pitch]
- [gasps]
- That's it!
- Ha ha!
- We did it!
- So my students played around
till they found
the right sounds
just in time for the contest.
[exciting music]
[upbeat music]
♪ ♪
- ♪ Yes, we are
Team Tornado ♪
♪ We are Team Tornado,
hooray ♪
♪ ♪
- Everyone give it up
for Team Tornado!
[applause]
- Hoo-boy,
that was a catchy one.
- Now remember, the class
with the winning theme song
will get this beautiful trophy.
- It's shiny.
- So pretty.
- I likey!
- I hope we win it!
I hope we win it!
I hope we win it!
- Now the next theme song
we will hear
is from the Mightybrights!
- Oops.
Forgot.
♪ Mightybrights,
Mightybrights ♪
♪ Mighty, Mightybrights! ♪
♪ Mightybrights,
Mightybrights ♪
♪ Mighty, Mightybrights! ♪
[applause]
- I can't believe they just
used Arctic Chill's theme song.
- At least they changed
the words.
- And now, last but not least,
we have the theme song
from Sparks' Crew!
[whooshes]
all: ♪ Who's the crew
who know what to do? ♪
♪ Sparks' Crew to the rescue ♪
♪ Who's the crew
who knows what to do? ♪
♪ Sparks' Crew to the rescue ♪
[whooshes]
[gong echoes]
[cheers and applause]
[whooshes]
- [laughs]
I think we have a winner!
Congratulations, Sparks' Crew.
- We did it!
I knew we could do it.
I'm so proud of us.
[cheering and laughing]
- My heroic students
finally had a great,
heroic theme song,
and though the day was filled
with highs and lows,
their song was pitch perfect!
all: ♪ We all belong
at Hero Elementary ♪
male announcer: Time to learn
how to hero!
Hey, you!
Yes, that means you.
Let's go hero
using your Superpowers
of Science.
Today's superpower is...
the power to try out ideas.
[upbeat music]
woman: ♪ Let's go,
let's go try it out ♪
♪ Let's go,
let's go try it out ♪
♪ You're in the middle
of a wonderful day ♪
♪ And you run
right into a problem ♪
♪ But you know
it's the hero's way ♪
♪ When you've got problems
to solve ♪
♪ Do you have
(Do you have) ♪
♪ An idea
(An idea) ♪
♪ That you want to try
and see? ♪
♪ See, see ♪
♪ What happens? ♪
♪ What happens? ♪
♪ What's gonna, what's gonna ♪
♪ What's gonna happen? ♪
♪ Ooh, let's go try it out ♪
♪ Let's go,
let's go try it out ♪
♪ You know heroes
just don't guess ♪
♪ They put ideas to the test ♪
♪ I said ooh,
let's go try it out ♪
♪ Let's go,
let's go try it out ♪
♪ Keep putting it
to the test ♪
♪ To see which way
is working best ♪
♪ So now you know to go
try it out ♪
♪ Let's go,
let's go try it out ♪
all: Let's go!
woman:
♪ Ooh, let's go try it out ♪
♪ Let's go,
let's go try it out ♪
♪ You know heroes
just don't guess ♪
♪ They put ideas to the test ♪
♪ I said now you know to go
try it out ♪
♪ Let's go,
let's go try it out ♪
♪ Let's go,
let's go try it out ♪
[exciting music]
♪ ♪
♪ ♪
08x04 - Squeak to Me/Team’s Song Theme Song
Watch/Buy Amazon
Lucita Sky, AJ Gadgets, Sara Snap and Benny Bubbles work with their teacher, Mr. Sparks, to help people and solve problems.
Lucita Sky, AJ Gadgets, Sara Snap and Benny Bubbles work with their teacher, Mr. Sparks, to help people and solve problems.