Vampire squid can turn itself inside to prevent itself from predators.
It can also camouflage itself for the same
They use sensory filaments to find the food
Mimic octopus display white and black stripes.
It can mimic other aquatic creatures like flatfishes and lionfish to trick its predators
Toadfish possess light emitting cells
They make loud noises to call off the predators.
They also have venomous spines
Treehopper can camouflage in every type of environment of a forestland
I would say all of the above
Is that an option?
The zonation of flora and fauna along an altitudinal transect similar to that found along latitudinal transects is an expression of the the life zone concept.
<h3>What is life zone concept?</h3>
- C. Hart Merriam created the term "life zone" in 1889 to refer to regions with comparable plant and animal groups. Depending on height, location, and latitude, the climate and ecology of many places on the planet naturally divide into life zones.
- Altitudinal zonation is the term for the generally substantial dependence on elevation: the average temperature of an area falls as the height increases.
- The US has thirty-eight life zones, including one boreal, twelve cool temperate, twenty warm temperate, four subtropical, and one tropical (34% of the world's life zones and 85% of the temperate ones).
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Answer: the blue squares are B and the white squares are BB
The suggested set of activities for the corresponding principles regarding the Programs and teachers is explained below.
<h3>How to explain the information?</h3>
1. Programs and teachers engage families in ways that are truly reciprocal.
- Programs and families can benefit from shared resources and information.
- Teachers seek information about children’s lives, families, and communities.
2. Programs invite families to participate in program-level decisions and advocacy efforts.
- Programs invite families to actively participate in making decisions about the program itself.
- Programs also invite families to advocate for early childhood education in the wider community.
3. Programs invite families to participate in decision-making and goal-setting for their children.
- Programs invite families to actively take part in making decisions concerning their children’s education.
- Teachers and families jointly set goals for children’s education and learning both at home and at school.
4. Programs provide learning activities for the home and in the community.
- Programs use learning activities at home and in the community to improve each child’s early learning.
5. Programs implement a comprehensive, program-level system of family engagement.
- Programs institutionalize family engagement policies and practices and ensure that teachers, and other staff receive the supports they need to fully engage families
6. Teachers and programs engage families in two-way communication
- Strategies allow for both school- and family-initiated communication that is timely and continuous.
- Conversations focus on a child’s educational experience as well as the larger program.
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