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
Lucita Sky, AJ Gadgets, Sara Snap and Benny Bubbles work with their teacher, Mr. Sparks, to help people and solve problems.