Meteorology and Myth: A Fair Candlemas

Dennis Edgell, University of North Carolina at Pembroke
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Initial Publication Date: May 30, 2024

Summary

This paper is the second topic in my Geographic Education series "Meteorology and Myth".

Whenever February 2nd would roll around, students in my introductory meteorology course would ask if the "Groundhog Day" predictions are true. Although the groundhog and its shadow cannot predict the weather several weeks in advance, there are excellent teaching opportunities to be made by considering how the mythology developed. Material from culture, art history and religion are used.

Although the Groundhog Day folklore does not make short-term meteorological sense, it could be argued that there are long-term climatic circulation patterns which have allowed the legend to survive and diffuse.

The lesson is not developed not to "prove" whether or not Groundhog Day predictions are true – but instead to illustrate the relevant atmospheric processes in an interesting and accessible manner for introductory students. The goal is to stimulate further questions and answers, including common misunderstandings related to climate change.
Furthermore, the development of the necessary skills to use synoptic weather maps, upper air charts and climate indices is also a proposed student learning outcome. A secondary pedagogical outcome is for students to develop a greater appreciation of folklore, religion and culture.

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Context

Audience

The audience for this course would be introductory meteorology students in my "Weather and Climate" course.

The course could also be used in geography courses, especially as it has a link to culture. I have used the slide show in my "Introduction to Geography" course (which includes significant physical geography). Also, I have used the slide show as a Discussion Board in online World Regional Geography courses.

Skills and concepts that students must have mastered

There are no prerequisites.

Some basic geography would be required.

Familiarity with the "Groundhog Day" legend folklore. (Most students are aware of it.)

Interest in aspects of the global warming issue can be useful.

The handouts would not necessarily have to be used. The presentation could be stand alone for in-class discussion or an online course discussion Board.

How the activity is situated in the course

My Weather and Climate students would have had several weeks of basic meteorology before this lecture is given. I tie the presentation to the general atmospheric circulation component of the course.

In some online geography courses, a Canvas Discussion Board is created, where students view the video and write comments.

The handouts would not necessarily have to be used. The presentation could be stand alone for in-class discussion or an online course discussion Board.

Goals

Content/concepts goals for this activity

Stimulus Diffusion: The spread of an underlying idea or concept, even though a specific trait from one culture does not diffuse.

Candlemas: A Christian holiday marking the presentation of Jesus at the temple and the purification of the Virgin Mary, observed on February 2nd.

Imbolc: A Celtic-pagan festival celebrated on February 1st-2nd, associated with the goddess Brigid and marking the halfway point between the winter solstice and the spring equinox.

Rossby Waves: Large-scale meanders in high-altitude winds that have a major influence on weather patterns.

Jet Streams: Fast-flowing, narrow air currents found in the atmospheres of some planets, including Earth, which influence weather patterns and the development of storms.

Arctic Oscillation (AO): A climate index describing the state of atmospheric pressure patterns in the Arctic region and its influence on weather in the Northern Hemisphere.

North Atlantic Oscillation (NAO): A climate phenomenon characterized by the difference in atmospheric pressure between the Icelandic Low and the Azores High, affecting weather in Europe and North America.
Meridional Flow: Atmospheric circulation pattern where winds flow north-south, often leading to more extreme weather conditions.

Zonal Flow: Atmospheric circulation pattern where winds flow west-east, typically associated with more stable and moderate weather conditions.
Polar Vortex: A large area of low pressure and cold air surrounding the Earth's poles, which can influence winter weather patterns in the mid-latitudes.

Sudden Stratospheric Warming: A phenomenon where rapid warming occurs in the stratosphere, disrupting the polar vortex and affecting surface weather patterns.

Higher order thinking skills goals for this activity

To stimulate students' interest in and understanding of meteorological and climatological concepts by leveraging the cultural narrative of Groundhog Day and Candlemas.

Illustrate the distinction between weather and climate, emphasizing the complexity of upper-air circulation patterns and climate indices.

Critical thinking and discussion around the paradox of global warming, explaining how a warming climate can lead to increased frequency of extreme cold weather events.

To integrate cultural geography and meteorology, enhancing students' appreciation of the interconnectedness of cultural traditions and scientific principles.

Bridging the gap between the earth sciences and the social sciences/humanities.

Other skills goals for this activity

Discussion Skills: Students to engage in meaningful classroom discussions, sharing their perspectives and interpretations of the cultural and scientific material.

Writing Skills: Develop students' ability to articulate their understanding and analysis of the topics through written assignments or discussion boards.

Graphicacy: Enhance students' proficiency in interpreting climate maps and meteorology diagrams, observing spatial patterns in weather and climate.

Optional: Improve students' ability to conduct thorough and effective online research, sourcing reliable information to support their understanding of the topics discussed.

Discussion and collaboration: Teamwork and collaboration through group activities if using the handout exercises. Encourage students to work together to explore and present various aspects of the cultural and scientific content.

Description and Teaching Materials

Attached files are the original PowerPoint slideshow (includes slide animations), as well as a smaller-size PDF version with no animations.

There is a MS Word document of an optional student handout. Teachers may modify or update the map on this handout as appropriate.

There is a Word doc with a list of videos. Teachers could play the slideshow as a video. Also there are supporting videos if students or instructors want to learn more about the topic.


A Fair Candlemas PPT slideshow ( 103.5MB May30 24)
A Fair Candlemas PDF version (Acrobat (PDF) 14.5MB May30 24)
Student Handout and Worksheet for A Fair Candlemas (Microsoft Word 2007 (.docx) 476kB May30 24)
YouTube videos playlist (Microsoft Word 2007 (.docx) 14kB May30 24)

Teaching Notes and Tips

Teachers may delete slides to streamline their own in-class presentation.

Before the slide show, survey the students if they think the Groundhog Day legend is a real thing.

Most students like the cultural geography component. They have a lot of comments and questions.

The upper air circulation component is difficult for introductory students.

Students will get it if they are able to understand how record-setting cold can occur in a time of global warming.


Assessment

Survey sheet (if used).

Discussion Board comments and questions. Sometimes student observations need to be clarified.

References and Resources

A video version of the author's slide show can be seen at this YouTube link:

https://www.youtube.com/watch?v=nZtYHcM5Zfo&t=484s