Romeo, Juliet and Aerodynamics

One of the educational terms I'm learning about is "learning progression": the carefully crafted strategy of deciding what children should learn in a particular subject by a certain grade, and then developing ways to introduce and reinforce those concepts at various grade levels. 

The instruction is simple at first and grows more complex with students' abilities. This is familiar to everyone; we all know math is easier in first grade than in fifth. 

But an interesting angle of this is that a teacher can teach advanced and complicated information without calling it what it is. 

As my textbook says, you can teach atomic molecular theory without ever using the words atomic, molecular or theory. 

Which got me thinking: how many times are students scared away from interesting topics because of name and reputation?

Shakespeare alluded to this in Act II, scene ii of Romeo and Juliet when he wrote that a rose smells like and is a rose, no matter what we call it (though he said it better!).

Third-graders can learn aerodynamics by making paper airplanes, but they're just having fun. Later, the word "fun" changes to "aerodynamics"; and wouldn't you prefer to realize you'd been learning it all along, only without the label?